Using Insights from Learning Journals to Rewrite Teaching and Learning Goals in Student-Friendly Language

摘要

Understanding the course mission and learning goals is an essential step for students in any learning environment. Reflective writing assignments may assist instructors in their quest to reformulate teaching and learning goals in a language accessible to students, while maintaining the mission and intent of the class relevant to their professional field and requirements. This study proposes using software-driven content analysis methods borrowed from media and communication research in an attempt to first identify the degree and manner in which students internalize the language of instruction; and second, rewrite course/training materials in a language that reflects student discourse. Because it can use either free-form or formal writing, this strategy can be adapted for a variety of interdisciplinary contexts.