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Guided Reflective Journaling with Case-Based Instruction in a Dysphagia Course: Learner Self-Efficacy and Reaction

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Self-Efficacy in Instructional Technology Contexts

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Abstract

Guided reflective journaling (Dunlap, Tech Trends, 50(6), 20–26, 2006) was used in this semester-long study to investigate the impact of case studies on speech-language pathology (SLP) students’ self-efficacy for diagnosing and treating dysphagia patients. The students’ reactions to case-based instruction also were examined. Twenty-seven, first-year SLP graduate students completed this qualitative study. Students reacted positively to the use of case studies in the course and an increase in self-efficacy to work with dysphagia patients was observed. The findings indicate that guided reflective journaling is an effective instructional technology to use with SLP students. The positive impact of the case-based instruction extends earlier research (Ertmer, Newby, & MacDougall, American Educational Research Journal 33, 719–752, 1996) to the context of SLP students.

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Authors and Affiliations

  1. Georgia Southern University, College of Education, LTHD, Statesboro, GA, USA

    Charles B. Hodges

  2. Stellar Cognition, LLC, Statesboro, GA, USA

    Christene L. Stackpole-Hodges

Authors
  1. Charles B. Hodges
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  2. Christene L. Stackpole-Hodges
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Correspondence to Charles B. Hodges .

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Editors and Affiliations

  1. Georgia Southern University, Statesboro, GA, USA

    Charles B. Hodges

Appendix

Appendix

Journaling Questions (Set 1, First Set):

  • How do you currently feel about your ability to diagnose or treat a patient with dysphagia?

  • What knowledge do you have about dysphagia?

  • Besides this course, what other skills do you have or are you developing that will help you to be successful with dysphagia patients?

  • Are you confident that you can deal with the demands of a professional speech-language pathologist? Why or why not?

Journaling Questions (Set 2):

  • What have you learned about your ability to work as a speech-language pathologist so far this semester?

  • What questions or problems related to this course have been raised recently that will require further study? How will you answer these questions or resolve these problems? (Don’t just describe your current questions and problems. Include how you intend to solve these new problems. With each question or problem, identify the resources you expect to use to solve it, the amount of time you expect it to take, and when you will do it.)

  • What are your opinions about the use of cases in this course? How does it affect your learning? How do cases affect your study habits? How does it affect your effort?

Journaling Questions (Set 3):

  • How do you currently feel about your ability to work as a speech-language pathologist with dysphagia patients? Has your ability to work with dysphagia patients changed since the beginning of the semester? In what ways?

  • How do you feel about the use of cases in class? How does it affect your motivation? How does it affect your stress? How does it affect your feelings of confidence?

  • What did you already know that was helpful the last 3 weeks? (Don’t restrict your answer to things learned in this course. Did you learn something in a previous course that was useful? Any work experience? How were these things useful?)

Journaling Questions (Set 4, Last Set):

  • What have you learned about your abilities over the last 3 weeks that would make you feel confident if hired to work with dysphagia patients?

  • What have you learned about your abilities over the last 3 weeks that would make you feel uncomfortable if hired to work with dysphagia patients?

  • How did analyzing a case by yourself compare to the group work done during the semester? How confident were you in your analysis?

  • What is the value to you of the case studies used in class this semester?

  • What are your opinions about the use of cases in this course? How did it affect your learning? How did the cases affect your study habits? How did the cases affect your effort?

  • How do you currently feel about your ability to work as a speech-language pathologist with dysphagia patients? Has your ability to work with dysphagia patients changed since the beginning of the semester? In what ways?

  • What was your understanding of dysphagia before the semester started? How has your view of what is involved in treating dysphagia patients changed during the semester?

  • Are you confident that you can deal with the demands of a professional Speech-Language Pathologist? Why or why not?

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Hodges, C.B., Stackpole-Hodges, C.L. (2018). Guided Reflective Journaling with Case-Based Instruction in a Dysphagia Course: Learner Self-Efficacy and Reaction. In: Hodges, C. (eds) Self-Efficacy in Instructional Technology Contexts. Springer, Cham. https://doi.org/10.1007/978-3-319-99858-9_6

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  • DOI: https://doi.org/10.1007/978-3-319-99858-9_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-99857-2

  • Online ISBN: 978-3-319-99858-9

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