Reflect, Regain, Re-Enter: Examining the Effect of Learning Journals in Women's Return to IT Workforces

Abstract

Women re-entering the information and technology (IT) fields after a career break often encounter significant challenges such as diminished self-confidence and difficulty adjusting to a rapidly changing technological landscape. This study investigates whether structured online learning journals can help these individuals rebuild their skills and confidence, while also influencing their longer-term career activities. Data were collected from 48 women enrolled in a four-week online IT job training program, including 442 journal entries, quiz scores, instructor evaluations, and three-month follow-up records on career activities. Results indicate that (1) Frequent submissions with everaging 98 words, correlated with higher short-term performance; (2) cluster analysis identified three distinct journaling patterns: Reflective (25%), Engaged (54%), and Disengaged (21%); and (3) at the three-month follow-up, the participants in the journaling group demonstrated significantly higher instructor contract signings and total teaching sessions than the control group (n = 44) which did not engage in journaling. The article concludes with design recommendations for implementing journaling in online reentry programs.