Back to the Basics: Handwritten Journaling, Student Engagement, and Bloom’s Learning Outcomes

Abstract

Often considered an enhancement to the learning experience, technology can also stifle creativity and higher levels of thinking. This study repositions students away from technology and back to the basics to stimulate engagement and higher levels of learning. It investigates the relationship between learning outcomes and the reflective journaling process in the context of an undergraduate marketing class in the United States. In addition, this study investigates a technique in which students are introduced to topics that are sensitive in nature, yet relevant to the real world. Although reflective journaling has been utilized in courses in areas such as educational psychology and social work, it has not been widely practiced in business courses such as marketing. Through the lens of Bloom’s Taxonomy, we qualitatively analyze handwritten reflective journaling assignments about loneliness and social media to determine how the process highlights higher levels of learning. The opportunity to use handwritten journals provided a unique learning experience and a hands-on approach to allow marketing students to experience learning in a new light.

Exploring Students’ Motivation to Participate in Entrepreneurial Marketing Education

“…Complementing and extending the insight that course content is a key factor in course selection and that the level of personal relevance of course components directly affects motivation are pedagogical principles that are understood to affect student learning experiences. Bloom’s Taxonomy (1956), while long-established and subject to revisions, remains a popular lens through which to understand the factors that affect delivery of and reception toward ME (e.g., Berezan et al, 2023; Crick & Crick, 2021; Spiller et al, 2019) and to some extent, EE (e.g., Pepin et al, 2021). Of particular relevance are three central factors that have been found to be pertinent in teaching (in this case, marketing) to non-subject specialists (Crick & Crick, 2021).…”

From micro culture of learning to regional needs: development of international social entrepreneurship course

“…The social entrepreneurship course was built on reflexive learning. For students, reflective learning was seen as practising their cognitive and affective skills and self-awareness (Berezan, 2022). For entrepreneurship education, self-awareness is one of the central competencies (Bacigalupo et al, 2016).…”

Educating for the Sustainable Future: A Conceptual Process for Mapping the United Nations Sustainable Development Goals in Marketing Teaching Using Bloom’s Taxonomy

“…There are several examples of this shown in research. Berezan et al (2022, p. 6) presented a qualitative analysis, via Bloom’s lens, of “handwritten reflective journaling assignments” within a marketing course; Blijlevens (2023) developed a framework to teach marketing student design-thinking, based on the critical thinking approach of the Taxonomy; and Watson et al (2022) used the Taxonomy to include sustainability in an introductory marketing course. This led the research team to develop the following research questions:…”