Abstract
The COVID-19 pandemic resulted in the critical need for previously taught face-to-face courses to be delivered online. The rapid online development of a major MSc module at WMG, the University of Warwick, involved the introduction of learning logs in order to attempt to stimulate student reflection and deep learning. Students were asked to complete learning logs after finishing required pre-work as a prelude to subsequent online seminars. This enabled tutors to integrate actual student learning and student questions into synchronous sessions. Grounded theory was utilised in the evaluation process regarding the efficacy of learning logs. The findings indicated limited reflection; however, there was some evidence of critical thinking and deeper learning. The case highlighted the saliency of student involvement in the design and implementation of pedagogic change during a crisis.
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Fatania, T., Andrews, J., Clark, R. (2022). The Past Informing the Future: Learning Logs in Online Education. In: Jamil, M.G., Morley, D.A. (eds) Agile Learning Environments amid Disruption. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-92979-4_28
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