Reflective learning is increasingly used in higher ed, particularly for team projects or situated learning where the academic has no direct access to the learning environment. An online journal is a popular format, either an open blog, or more commonly one within the closed confines of an online learning system managed by the uni.
This has a lot of benefits, but one of the key problems is the increase of academic workload in reading and assessing all the content. This workload seems to fall disproportionately on junior staff who are perceived to be 'good with the internet stuff' and often have an enthusiasm for new modes of knowledge.
One strategy for dealing with this is, rather than assess the entire journal, to get students to submit and edited compilation of the best entries (including peer discussions if appropriate) for assessment. This also allows second order reflection, where students can reflect on the process of reflection and comment on why they chose specific entries, charting how their knowledge has developed.
There will still be a need to keep an academic eye on the journals, to provide assistance where students need them, to kickstart discussions (especially at the start of semester) and to ensure that students are contributing regularly. However this removes the need to keep up with absolutely everything and allows students the opportunity to choose what they want you to focus your assessment on.
You can be more prescriptive (eg stating that students must include in the compilation at least one post on the following topics...) but this approach should stop the academic workload blowing out while retaining the essential student centred character of the activity.
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