ISEDJ

Abstract: A randomized controlled trial investigating the effects of learning journals on metacognition, motivation, and learning was implemented in an undergraduate computer information systems course on web design. Students were randomly assigned to respond to five metacognitive writing prompts (learning journal condition) or five non-metacognitive writing prompts (control condition) over the course of ten weeks. Results suggest that learning journals increase metacognitive awareness and intrinsic motivation. A post-hoc quantitative content analysis of the learning journals found that certain linguistic dimensions are associated with higher metacognition, motivation, and learning. While students’ use of assent and informal words in learning journals is positively correlated with metacognitive awareness and intrinsic motivation, their use of differ words is negatively correlated with metacognitive awareness, intrinsic motivation, and final grades. Hence, instructors should implement learning journals and consider targeted coaching to help students achieve greater metacognition, motivation, and learning.

Keywords: Learning, learning journals, Metacognition, Motivation

Download this article: ISEDJ - V16 N6 Page 39.pdf

Recommended Citation: Lang, G. (2018). Using Learning Journals to Increase Metacognition, Motivation, and Learning in Computer Information Systems Education. Information Systems Education Journal, 16(6) pp 39-47. http://isedj.org/2018-16/ ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIGCON 2017)