Should Learning Without Reflection Among Non-Traditional Students

“Confucius once said, Learning without reflection is a waste. Reflection without learning is dangerous.” (Watson, trans.2007) We are never too old to practice reflection. This is something we do instantaneously without thinking. Langer, 2002 article reflecting on practice: Using learning journals in higher and continuing education identified the use of learning journals as vehicles for encouraging critical reflection among non-traditional students and to compare variances with studies among traditional students. The purpose of this critique is to explore the use of learning journals as vehicles for encouraging critical reflection among traditional students and non-traditional students. This paper focuses on the questions how the use of journals impacted the learning process of adult students of the latter category and how this impact compared to that of students of the former category.
The
For the most part, 90% journals appeared in the format provided as a sample with the syllabus. Nevertheless, this outcome suggests students were more concerned using a format they assume would be appealing to their teacher. Kerka (1996), include the following: ‘lack of proficiency with reflective writing, fear resulting from open-ended writing requirements, privacy issues, and unequal balance of power between teacher and students’.
Level 2 Heading [Part 5: Discussion/Implications]
Student journals can provide the opportunity for expression and development of critical thinking. In this literature, other interpretative concepts were proposed and examine, such as promoting, prompting, facilitating and enhancing critical reflection. Further documentation from Kember et al. (1999) proposed that the success of student journals in producing reflective thinking is to be determined by assessing whether reflective thinking can be identified in the journals themselves.
Conclusion [Level