Undergraduate reflective journaling in work integrated learning: Is it relevant to professional practice?

Susan Edgar, Jacqueline Francis-Coad, Joanne Connaughton

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

Abstract

This paper presents the research findings from a study reviewing graduates' opinions on completing online reflective journaling tasks during work integrated learning as an undergraduate. The study was divided into two parts with an initial focus group conducted with six physiotherapy graduates seven months following graduation. Findings from the focus group guided the development of a questionnaire sent to graduates nine months after course completion. Results from both the focus group and questionnaire (n = 25) highlighted the benefits of online, structured, assessed reflective writing tasks. Graduates provided specific examples of their personal and professional development and perceived benefits from undertaking reflective journaling during work integrated learning. These findings may have application across a wide variety of tertiary courses of study with work integrated learning incorporated into curriculum.

Original languageEnglish
Pages (from-to)147-156
Number of pages10
JournalAsia-Pacific Journal of Cooperative Education
Volume14
Issue number3
Publication statusPublished - 2013
Externally publishedYes

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