Student Journals: A Means of Assessing Transformative Learning in Aging Related Courses

Abstract

In courses where topics are sensitive or even considered taboo for discussion, it can be difficult to assess students' deeper learning. In addition, incorporating a wide variety of students' values and beliefs, designing instructional strategies and including varied assessments adds to the difficulty. Journal entries or response notebooks can highlight reflection upon others' viewpoints, class readings, and additional materials. These are useful across all educational levels in deep learning and comprehension strategies assessments. Journaling meshes with transformative learning constructs, allowing for critical self-reflection essential to transformation. Qualitative analysis of journals in a death and dying class reveals three transformative themes: awareness of others, questioning, and comfort. Students' journal entries demonstrate transformative learning via communication with others through increased knowledge/exposure to others' experiences and comparing/contrasting others' personal beliefs with their own. Using transformative learning within gerontology and geriatrics education, as well as other disciplined aging-related courses is discussed.

Transformative learning as pedagogy for the health professions: a scoping review

“…As a theory of learning, TL is characterised by change: change in one's beliefs about oneself, about others, about practices, etc. Conceptualisations draw on constructivist principles in that learning occurs through critically engaging with what one believes and knows in light of what one experiences, going beyond and building on prior learning . It may also mean learning from one's mistakes .…”

“…In addition, ‘liberating learning environments’ or ‘those conducive to developing autonomous thinking and self‐empowerment’ were described as necessary for reinterpreting experiences. TL requires an intentional, conscious act that occurs within both the cognitive and affective domains, and involves critical thinking …”

“…There was a heightened awareness of others, regardless of culture and socio‐economic standing, and of differing opinions and perspectives as they progressed towards ‘multiplicity’ considering multiple viewpoints . Studies spoke of how this awareness enhanced humanistic values, such as humility and integrity, and patient‐centredness, characterised by empathy and caring . Students were also described as having authentic opportunities to build and negotiate social, professional, therapeutic and reciprocal relationships …”

“…Conceptualisations draw on constructivist principles in that learning occurs through critically engaging with what one believes and knows in light of what one experiences, 15,16 going beyond and building on prior learning. [17][18][19] It may also mean learning from one's mistakes. 20 A dominant theme across a large number of the included studies emphasised that for TL to occur there has to be an opportunity for questioning existing frames of reference, and for reassessing one's beliefs, habits of mind and prejudices before entering a less-known environment where the knowledge and values upon which these beliefs and prejudices are founded might be questioned.…”

“…[38][39][40][41][42][43][44][45][46][47][48][49][50][51][52][53] In addition, 'liberating learning environments' or 'those conducive to developing autonomous thinking and self-empowerment' 54,55 were described as necessary for reinterpreting experiences. TL requires an intentional, conscious act that occurs within both the cognitive 17,27,40,56 and affective domains, 23,27,54,57 and involves critical thinking. 17,31,58 Many of the studies suggested that TL is often best facilitated through immersion in a different context, specifically outside of the classroom.…”