Journaling meets problem-based learning
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Authors
Christie H Burton
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Journal Article, Academic Journal
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Abstract
This purpose of this paper is to describe the experience of non-traditional students enrolled in a course using problem-based learning strategies and journaling. A qualitative approach was used in this exploratory study to reveal how students perceived their ability to solve problems and their belief that they were capable of meeting tough challenges. Students worked on realistic case studies throughout the semester and used journal writing to record their reflections. Journal entries revealed that students' positive self assessments modestly increased over the semester, students held realistic opinions of their abilities, and students evaluated their professional weaknesses differently along gender lines.