This paper reflects upon what we have learned in seven years of using Learning Journals with adult learners in our MBA Organizational Behavior courses. We examine various types of Learning Journals and the different pedagogical purposes they may serve. We discuss the theoretical grounding for using reflective writing as a learning strategy and the objectives of this assignment, emphasizing development of critical thinking. We examine challenges in evaluating such assignments and limitations of the assignment with regard to student differences. Finally we look at the effectiveness of the assignment and pose questions for consideration when implementing a Learning Journal strategy.
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