Authors: Dana A. Tindall; Kay Kyeong-Ju Seo
Addresses: Educational Technology Division, The Christ College of Nursing and Health Sciences, 2139 Auburn Avenue, Cincinnati, OH 45219, USA ' Instructional Design and Technology, School of Education, University of Cincinnati, P.O. Box 210022, Cincinnati, OH 45221-0022, USA
Abstract: Rapid developments in technology provide innovative opportunities to facilitate the process of student reflection and optimise student learning. This study explored the use of audio-based journaling to enhance students' thinking skills. We investigated how comfort levels and preferences were different between students using audio-recorded and conventional text-based reflective journals, and how the content and the substance of student postings were different in terms of depth of reflection, conciseness, and relative length. A sample of 40 nursing students were randomly divided into two groups and posted reflective journals after clinical and simulation experiences. Pre and post treatment data from questionnaires found that audio-recording students were more comfortable with technology and more positive toward their assigned reflection tool than students using text. We also found that even though the two types of reflective journals were viewed approximately the same in terms of depth, the audio-based reflections were more lengthy and less concise.
Keywords: audio journaling; instructional technology; student reflection; voice-based journaling; thinking skills; student learning; comfort levels; preferences; text-based journals; depth of reflection; conciseness; relative length; reflective journals; clinical experiences; simulation experiences.
International Journal of Innovation in Education, 2013 Vol.2 No.1, pp.54 - 69
Available online: 18 Oct 2013 *Full-text access for editors Access for subscribers Purchase this article Comment on this article