The purpose of this study was to examine if and how participation in a journaling workshop influenced the content of student journals. A total of 59 post secondary students from two university programs in North America participated in this study and were randomly assigned to either an experimental (n=21) or control (n=38) group. Before their field course, participants in the experimental group took part in a 45-minute workshop that provided them with strategies for effective journaling. After the field course, a content analysis was performed on each student journal (a total of 880 distinct entries) to investigate if the journals of students in the experimental group incorporated materials delivered in the workshop. A modest number of differences were found between the journal entries of students who did and did not participate in the workshop.
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O’Connell et al. (2004) studied this question.
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