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Reflectors, Converts and the Disengaged: A study of Undergraduate Architecture Students' Perceptions of Undertaking Learning Journals

Roberts, Andrew Simon and Yoell, Hannah Eliza 2009. Reflectors, Converts and the Disengaged: A study of Undergraduate Architecture Students' Perceptions of Undertaking Learning Journals. Journal for Education in the Built Environment (JEBE) 4 (2) , pp. 74-93.

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Abstract

The benefits of encouraging students to reflect on their learning are widely extolled, since reflection aids learners in understanding new information and forming new conceptions. Learning journals are used in a number of schools of architecture as a means to promote awareness of the design process, through encouraging students to reflect on their learning experiences. This paper outlines the findings of a small scale research project, looking at students’ perceptions of the use of learning journals within a school of architecture and sets out to identify the subsequent learning approaches and attitudes that they adopt. The research identified three possible attitudes towards journal keeping held by students: natural; convert and disengaged. Natural types were pre-disposed towards keeping learning journals and found them beneficial. Convert types were initially sceptical about the use of learning journals, but through their use became more convinced. The disengaged students showed misconceptions of the purpose and potential benefit of the learning journal and did not find them to be beneficial. The research highlights the importance of how staff implement learning journal projects and support students in developing the confidence and ability to reflect.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Architecture
Subjects: L Education > L Education (General)
N Fine Arts > NA Architecture
Uncontrolled Keywords: Reflective Practice, Learning Journals, Architectural Education, Design Studio
Publisher: CEBE
ISSN: 1747-4205
Related URLs:
Date of First Compliant Deposit: 30 March 2016
Last Modified: 24 Jun 2017 08:36
URI: http://orca.cf.ac.uk/id/eprint/13927

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