Blogging can be a medium for reflective writing which in turn can promote learning (Boud, 2001). Reflection is the process of exploring an experience in order to learn something new from it. This is an important aspect of self-directed learning. In Zimmerman and Tsikalas’ view, self-reflection is a phase in the cyclical model of self-regulation where the learner makes judgements about her performance during a learning task (Zimmerman & Tsikalas, 2005). There is an important emotional component involved; Boud writes “Reflection involves taking the unprocessed, raw material of experience and engaging with it as a way to make sense of what has occurred. It involves exploring often messy and confused events and focussing on the thoughts and emotions that accompany them.”(Boud, 2001; 10). A written journal can be a place both for both recording learning experiences and processing them in order to understand their implications. Occasions which can be appropriate for reflective journal writing include writing in anticipation of events, reflection in the midst of events, and reflecting after undergoing a new experience. Boud also points out some barriers to reflective writing in a learning situation. There is the issue of privacy: to what extent can students feel comfortable writing about the emotional component of their feelings honestly when they know it will be read by their peers and staff? This is compounded by the fact that learning journals are often assessed. Students, particularly those with a performance approach, may be reluctant to write about misconceptions or difficulties they have with the course material in case this results in a negative assessment of their abilities. It is therefore important to clearly explain to students who their audience will be, and how the journal will be marked.