343), meaning that almost all of the students were not at all familiar with reflective writing techniques and decided to adhere to a format more in line with what the teacher expected or preferred. Another result is that 55% of the submitted journals appear to have become more critical and self-reflective toward the end of the course, an indication that these students had actually become more proficient as reflective writers as a result of keeping a record of their thoughts and achievements.
As to strengths and weaknesses related to the article, it is clear that Langer is a master of academic extrapolation, due to his ability to write about and discuss rather complicated data and information. However, his writing style is not so overwhelmingly congested with extrapolation to the point of becoming unreadable, as is the case with other academic essays written by some very prominent scholars. Langer also chose to use bullet headings as a way of separating his basic ideas from the rest of the text, such as in the first section of his research methods.
Langer also includes some of the questions that were asked of the students during the interview process, one being their reaction to the requirement to keep a learning journal-
"reactions were mixed and sometimes prejudicial. . . one student felt insulted," feeling that journal writing "seems better suited children" (2002, p. 344). As to weaknesses, after a very close reading of Langer's article, there appears to be none, due to the fact that Langer's academic style provides all of the proper data and information needed to understand his argument without cluttering up the page with redundant facts and figures.
Reflectively speaking, Langer's excellent article provides a new glimpse into...
Given the capriciousness of the human condition with respect to continuing redefinitions of personal and professional success, human resource managers are faced with some difficult choices in formulating recommendations for best practices. Therefore, the learning journal would undergo a series of draft versions that would be used to solicit feedback from experts in the field who could point out flaws and areas that required additional research or support to
Learning Journals in Higher and Continuing Education The study by Langer (2002) exploring the use of learning journals in higher and continuing education presents new data that may challenge the existing paradigm in the area. This critique focuses on assessing the robustness of the study by examining the problem the author considers and the methodology employed to answer any questions raised. The literature that the author reviews becomes an important
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Among the most important findings produced in the results of the research, Langer conjectures that "the results of this research suggest that non-traditional adult students can find it difficult to understand what is meant by reflection and how it applies to their practical goals of changing careers. These students do not have a natural or traditional association with the journal process itself, as has been suggested, more or less,
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