how to create a journal entry in blackboard

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Create a Journal Entry in the Original Course View The journals tool provides a personal space for you to communicate privately with your instructor. You can also use a journal as a self-reflective tool to post your opinions, ideas, and concerns about your course, or discuss and analyze course related materials.

On this page, All about journals | Accessing journals | Creating a journal entry | Commenting on journal entries | Editing and deleting journal entries | Viewing grades

All about journals

Journals are a personal space for you to communicate privately with your instructor. You can also use a journal as a self-reflective tool to post your opinions, ideas, and concerns about the course, or discuss and analyze course related materials. For example, you can describe problems faced and how you solved them. Your instructor can direct journal entries to be more formal in nature and narrower in focus by listing topics for discussion.

Your instructor can choose to make journal entries public , allowing all course members to view all entries. One example of making entries public might be if your instructor wants opinions on how to improve the evaluation process. You can read what other students wrote and build upon those ideas.

When used in the Group area, members of a Group can view and comment on each other’s entries for a Group journal. The Group can communicate with the instructor as a whole and all members can benefit from the comments made.

Journal entries can be assigned a grade or can be used solely for communication. In either instance, you can make multiple entries for one journal topic.

Accessing journals

You can only access the Journal tool from within a course. To access the journal tool, click on the link on the Course Menu. Your instructor may also include a link to the journal tool inside your course’s content areas (i.e. Learning Modules, Content Folders, etc.).

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Creating a journal entry

A list of journals appears on the Journal list page. You can see if your entries are private or public .

Types of Journals

Private Journals: Contain entries that only you and your instructor can view

Public Journals: Contain entries that the entire class can view

Your instructor will create journal topics that you will use to make entries. The Journal Topic page is divided into two main sections. You can view the Instructions in the content frame at the top. Click the X to collapse the field. In the side panel, you can view information about the Journal. Any entries saved as drafts can be accessed by clicking View Drafts on the Action Bar .

To create a Journal entry, click on a Journal title to open the journal. On the Journal’s topic page, click Create Journal Entry . Once on the Create Journal Entry page:

• Give your journal entry a Title .
• Type text in the Entry Message text box. You can format the text and add images, links, multimedia, and Mashups.
• You can attach files using the Attach File buttons beneath the message area.
• Click Post Entry to submit the Journal entry or click Save Entry as Draft to post the entry later.

Commenting on journal entries

Journaling is an interaction between you and your instructor. You can build rapport and create a vibrant intellectual exchange with your instructor by sharing a journal. You can make a comment after your instructor comments on an entry to continue the conversation.

You cannot make comments on another student’s journal entry, even if the journal has been made public. Students can only comment on another student’s entry when they are members of a Group. For Group Journals , all Group members and the instructor are allowed to make comments on individual entries.

On the Journal topic page, select the journal entry to view by selecting the user’s name in the side panel under More Journals. The Journal entry opens in the content frame. To add a comment to a journal entry:

• Click Comment following the user’s entry. The Comment text box appears.
• Type your comments in the Comment text box. You can Spell Check using the button at the bottom of the Comment box.
• View your comment by clicking the Comment link at the bottom of the Journal entry.

Editing and deleting journal entries

You can edit and delete your journal entries if your instructor allows it. However, if you edit or delete gradable journal entries, the original graded entry will be lost.

To edit or delete a journal entry, access the Journal entry you want to edit. On the Journal’s topic page, click the entry’s Action Link to access the contextual menu.

• Select Edit . On the Edit Journal Entry page, make your changes. Click Post Entry .
• To delete an entry, select Delete from the contextual menu and then click OK .

Viewing grades

Once individual Journal entries have been graded, you can view your grade in two places. The grading information appears on the Journal topic page and in the My Grades tool.

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Create a Journal in Blackboard Original

Journals provide personal writing space for students for self-reflection or private communication with the instructor. This tutorial will show you how to create a journal, set its availability, define settings, and create a journal link within a content area.

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The Art of Journaling in Blackboard

Out of the numerous content tools available in Blackboard, my personal favorite is the Journal tool. This tool is perfect for reflective journaling assignments without the need for other outside software or hardcopy to maintain.  

Some of the benefits of journal writing are:

• helping students reflect on new knowledge,
• teaching them to consider new options and perspectives, and
• creating a risk-free area to explore and practice new skills recently learned.

According to Tim K. Blake, “Journaling is a method frequently discussed in nursing literature and educational literature as an active learning technique that is meant to enhance reflective practice. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve, or encourage professional growth.”

Students learn more when they use active learning because they engage with the material, participate more during class, and work with each other. Traditional styles of teaching where students are expected to sit through lectures, listening and hopefully remembering the information, have not always been effective for all students. As students feel more comfortable with the information, they begin to take more responsibility for their performance in their classes. They see the information presented and how it relates to their own educational goals.

Journal writing is used in many different teaching disciplines. Writing topics can range from reflecting on daily experiences to specific events.

Journal topics can enhance learning by asking specific questions such as:

• what did you learn,
• what would you do differently,
• what would you continue to do,
• and how do you feel about the experience?

When creating the prompts for journaling remember to be clear about the journal’s purpose. One class may consider journals a place to voice personal feelings, while another class may focus on applying critical thinking. To remove ambiguity, an example is a quick way to communicate to the students your expectations. Another way to focus on content is to evaluate journal content only and not count off for spelling, grammar, or form. A more relaxed format often keeps them on task because they are not continually editing for proper format. Our goal is to deepen the quality of learning by developing a questioning attitude. We want students to ask why. We want them to understand their own learning process and to take personal ownership of learning.

If you want to add journaling to your course, but are unsure where to start, Blackboard Help has many tutorials on how to use tools. To learn how to create journal entries, use journals and grade, see this link  and contact your Instructional Designer with any questions or concerns you might have.

Reference Articles

Boud, David. “Using Journal Writing to Enhance Reflective Practice.” New Directions for Adult and Continuing Education, John Wiley & Sons, Ltd, 26 Feb. 2002, onlinelibrary.wiley.com/doi/pdf/10.1002/ace.16.

K Blake, Tim. (2005). Journaling; An Active Learning Technique. International journal of nursing education scholarship. 2. Article 7. 10.2202/1548-923x.1116.

“Promoting Active Learning.” Undergrad Main Site, teachingcommons.stanford.edu/resources/learning-resources/promoting-active-learning.

Walker, Stacy E. “Journal Writing as a Teaching Technique to Promote Reflection.” Journal of Athletic Training, National Athletic Trainers Association, 2006, www.ncbi.nlm.nih.gov/pmc/articles/PMC1472640/.

Walraven, Charlotte. “The Benefits of Reflective Journal Writing.” Teaching for Learning @ McGill

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Christopher Jace: Beyond the Scoreboard

April 3, 2024

Whether swinging a bat or dribbling a basketball, Chris Jace's all-around athleticism allows him to shine for his teams. His infectious smile and consistent presence create an environment of ease, trust, and camaraderie for his teammates.

Named to the 2024 CUNYAC Community College Men’s Basketball Awards Sportsmanship Team, Chris is laser-focused on becoming a top athlete. The physical education major from Brooklyn said, “I’m mainly trying to go farther with my sports and maintain the highest level of professionalism as an athlete. While my expectations are high, if things don’t go the way I anticipate, I am looking at becoming a sports trainer or physical therapist. Maybe even a coach.” Although prepared for any possibility, Chris is not interested in a Plan B. His goals are clear: to become a great athlete.

The 25-year-old is outgoing, spontaneous, and full of energy. “I like to have fun and make sure everyone around me is in good spirits,” he said. “I want to keep the positivity going.”

He learned about Kingsborough through word-of-mouth. “I heard many good things about Kingsborough. And when I got here, it just got even better.” Chris attended a few baseball and basketball games before making his final decision. “Between watching the energy during the games and the campus environment, I was hooked and knew that this is where I wanted to be. The faculty, staff, students, everybody is just amazing.”

While Chris doesn’t participate in any special programs on campus, he does take advantage of the laptop borrowing service. “Being able to complete my schoolwork is very important to me. To be able to borrow a laptop has helped me immensely.”

“Being out of school for five years led to some challenges with my classes, but Kingsborough has made the process of reintegrating into college less challenging, and it’s now been smooth sailing for me.”

Chris’ excitement about winning regional is palpable. “Making history has been amazing,” says Chris. “I have been playing baseball since I was four or five years old. I started playing basketball at 11 or 12 years old.” He believes that his lifelong preparation has led to this moment where he can be a part of something great.

“I love sports and don’t want to do anything else,” adds Chris.

His goal after graduation is to attend a high-division school and take a deep dive into the physical sciences.

“Positive energy attracts positive energy, and that’s what I’m about.” 

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