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Article
Undergraduate reflective journaling in work integrated learning: Is it relevant to professional practice?
Asia-Pacific Journal of Cooperative Eduction
  • Susan Edgar, University of Notre Dame Australia
  • Jacqueline Francis-Coad, University of Notre Dame Australia
  • Joanne Connaughton, University of Notre Dame Australia
Year of Publication
2013
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.
Keywords
  • reflection,
  • blogs,
  • work-integrated learning
Disciplines
Link to Publisher Version (URL)

http://www.apjce.org/files/APJCE_14_3_147_156.pdf

Citation Information
Susan Edgar, Jacqueline Francis-Coad and Joanne Connaughton. "Undergraduate reflective journaling in work integrated learning: Is it relevant to professional practice?" Asia-Pacific Journal of Cooperative Eduction Vol. 14 Iss. 3 (2013) ISSN: 1175-2882
Available at: http://works.bepress.com/susan-edgar/2/