| Abstract: | This article describes how a lecturer, interested in getting his students to adopt a deep approach to his subject, stumbled upon student journals as effective learning and assessment tools. The modest literature on the topic is reviewed and eight parameters of the journal method are identified and discussed as a possible framework for others who might want to use journals in their teaching. A conclusion is drawn that the relative unpopularity of the journal method with lecturers results from a general misconception of the nature of higher education. |
