Sage Journals: Discover world-class research

Abstract

The purpose of this exploratory study was to investigate how participation in a journaling workshop influenced students' perceptions of journaling in university outdoor experiential education field courses. A total of 62 post secondary students from two selected university programs in North America participated in the study and were randomly assigned to either a control group or experimental group. Immediately before and after their field course, participants in both groups completed a quantitative questionnaire containing 38 questions exploring their perceptions of journaling. Participants in the experimental group participated in a 45 minute workshop before their field course providing them with strategies to journal effectively. Results showed students in the experimental group were influenced by their participation in the journaling workshop. The workshop had the most influence on female students who had little experience journaling. This article concludes with a discussion of additional factors that might influence student experiences with, and perceptions of, journaling. The findings in this exploratory study set the stage for more ambitious explorations of the factors that influence student perceptions of journaling.

Keywords

Journal writing instruction Outdoor recreation Field courses University student

Get full access to this article

View all access options for this article.

References

Anderson

(1992). Journal writing: The promise and the reality. Journal of Reading, 36(4), 304–309.

Arredondo

D. E.

Rucinski

T. T.

(1994). Using reflective journals and the workshop approach in university classes to develop students' self-regulated learning. Paper presented at the American Educational Research Association, New Orleans, LA.

Bell

(1997). Gendered experience: Social theory and experiential practice. Journal of Experiential Education, 20(3), 143–151.

Bennion

Olsen

(2002). Wilderness writing: Using personal narrative to enhance outdoor experience. Journal of Experiential Education, 25(1), 239–246.

Burt

(1994). An analysis of self-initiated coping behaviour: Diary-keeping. Child Study Journal, 24(3), 171–190.

Cantrell

(1997). K-W-L learning journals: A way to encourage reflection. Journal of Adolescent and Adult Literacy, 40(5), 392–394.

Chandler

(1997). Is this for a grade? A personal look at journals. English Journal, 86(1), 45–49.

Cole

(1994). A cognitive model of journal writing. Proceedings of Selected Research Presentations at the 1994 National Convention of the Association for Educational Communications and Technology, Nashville, TN.

Dyment

J. E.

O'Connell

T. S.

(in press-a). Student perceptions of journaling as a reflective tool in experience-based learning. The Journal for the Art of Teaching.

10.

Dyment

J. E.

O'Connell

T. S.

(in press-b). Journal writing is something we have to learn on our own-The results of a focus group discussion with recreation students. Schole: A Journal of Leisure Studies and Recreation Education.

11.

Dyment

J. E.

O'Connell

T. S.

(2003). Getting the most out of journaling: Strategies for outdoor educators. Pathways: The Ontario Journal of Outdoor Education, 15(2), 31–34.

12.

Gardner

(1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.

13.

Grumet

M. R.

(1990). Retrospectives: Autobiography and analysis of educational experience. Cambridge Journal of Education, 20(3), 32–37.

14.

Hettich

(1990). Journal writing: Old fare or nouvelle cuisine. Teaching of Psychology, 17(1), 36–39.

15.

Hughes

H. W.

Kooy

(1997). Dialogic reflection and journaling. Clearing House, 70(4), 187–191.

16.

Humberstone

(2000). The outdoor industry as social and educational phenomena: Gender and outdoor adventure education. Journal of Adventure Education and Outdoor Learning, 1(1), 21–35.

17.

Janesick

V. J.

(1998). Journal writing as a qualitative research technique: History, research, and reflections. Paper presented at the Annual Meeting of American Educational Research Association, San Diego, CA.

18.

Johnson

I. W.

Barker

R. T.

(1995). Using journals to improve listening behavior. Journal of Business and Technical Communication, 9(4), 473–484.

19.

Kerka

(1996). Journal writing and adult learning. (ERIC Document Reproduction Service No. ED 339413)

20.

King

W. C.

Jr. (1998). A semester-long experiential exercise to develop workplace understanding: The role assignment exercise. Journal of Management Education, 22(6), 720–736.

21.

Murray

(1997). The benefits of journaling. Parks and Recreation, 32(5), 68–74.

22.

O'Connell

T. S.

Dyment

J. E.

(in press). Maximizing the potential of journals: A workshop for recreation and leisure students. Schole: A Journal of Leisure Studies and Recreation Education.

23.

Priest

Gass

(1997). Effective leadership in adventure programming. Champaign, IL: Human Kinetics.

24.

Raffan

(1990). Entry points. Kingston, Ontario, Canada: Outdoor and Experiential Education Unit, Faculty of Education, Queen' University.

25.

Raffan

Barrett

M. J.

(1989). Sharing the path: Reflections on journals from an expedition. Journal of Experiential Education, 12(2), 29–36.

26.

Scheider

(1994). The writer as an artist. San Francisco: Jossey-Bass.

27.

Shor

(1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.

28.

Steiner

Phillips

(1991). Journal keeping with young people. Englewood, CO: Libraries Unlimited.

29.

Walden

(1995). Journal writing: A tool for women developing as knowers. New Directions for Adult and Continuing Education, 65, 13–20.

30.

Warren

(Ed.). (1996). Women' voices in experiential education. Dubuque, IA: Kendall/Hunt.

31.

Young

S. F.

Wilson

R. J.

(2000). Assessment and learning: The ICE Approach. Winnipeg, Manitoba, Canada: Peguis.

Effects of a Workshop on Perceptions of Journaling in University Outdoor Education Field Courses: An Exploratory Study

Abstract

Keywords

Get full access to this article

References