Reflective journals in service learning: a window into assessing learning and change in students’ attitudes
Joubert, R W E
Hargreaves, A T
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As part of the curriculum for Community Based Rehabilitation, final year students from the School of Audiology, Occupational Therapy and Speech-Language Pathology are involved in service learning projects in a semi rural area in KwaZulu-Natal. The project runs one day a week from February to October and at the end of each day students submit a journal in which they reflect on each days activities and their learning experiences. The researchers used these journals as a source of data for determining learning and attitude change in students over the entire period of the practical. Method: 12 journals were randomly selected from over a period of 5 years and including students from all three disciplines. Content analysis was done to determine changing learning and attitudinal patterns over the 7 month period of the practical. The results revealed a rich pattern of emotional experiences coupled with positive attitudinal change and suggest a valuable source of evaluating learning progress in students.