Becoming a reflective communication design student : perceptions and values of reflection as a learning tool

Abstract

This study examines the perceptions of learning journal as a tool to develop students' critical and reflective thinking from the recent graduates of the undergraduate communication design program at a local university in Hong Kong. The study uses qualitative research approach, and more specifically, interview and content analysis as the methods for data collection. The findings revealed a number of preconceptions and misconceptions about the reflection, reflective journal and critical thinking especially at the early stage of the undergraduate education. Although three participants in this study, in general, realized their transformation over time - as a result of critical reflection in various forms, including learning journal, discussions with peers and critiques - results also revealed that due to insufficient knowledge and skills, critical reflections are harder to achieve. It is recommended that reflection to be integrated into the entire curriculum as one of the major assessment components and should be formally introduced at the early stage of the undergraduate study. In addition, appropriate scaffolding strategies could be introduced over time to ensure students consistently receive guidance and feedback as part of their learning and development.