ABSTRACT
In the previous chapter we explored some of the relationships between learning, reflection and journal-writing. We were able to show how reflection is part of the process of learning, and how writing a journal can enhance both, within a mutually reinforcing system. Journals also accentuate the favourable conditions for learning, affecting learning in a range of less direct manners. There are a number of ways in which this occurs and we explore these in the course of this chapter. There are many types of journals, many purposes, many forms – hence the need to generalize. In enhancing the favourable conditions for learning, journal-writing:
• slows the pace of learning • can increase the sense of ownership of learning • acknowledges the role of emotion in learning • give learners an experience of dealing with ill-structured material of learning • encourages metacognition (learning about one’s own process of learning) • enhances learning through the process of writing.
