Towards high-quality reflective learning amongst law undergraduate students: Analysing students' reflective journals during a problem-based learning course

Joan Rué, Antoni Font, Gisela Cebrián

Research output: Contribution to journalArticleResearchpeer-review

11 Citations (Scopus)

Abstract

There is wide agreement that problem-based learning is a key strategy to promote individual abilities for 'learning how to learn'. This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six reflective journals and semi-structured interviews conducted with law undergraduate students participating in a problem-based learning course are analysed. The findings from this case study suggest that problem-based learning contributes to: improve professionalisation of vocational studies; develop general skills such as communication and teamwork; bridge the gap between theory and practice; and foster self-regulation and autonomous learning amongst students. Reflective journals, peers' cooperation and collaboration and the supportive role of educators are fundamental aspects of problem-based learning, which empower students in their own learning. Reflection nurtures the quality of learning and needs to be considered as an applicable learning strategy for professional and non-professional disciplines in higher education. © 2013 Copyright Taylor and Francis Group, LLC.
Original languageEnglish
Pages (from-to)191-209
JournalQuality in Higher Education
Volume19
Issue number2
DOIs
Publication statusPublished - 1 Jul 2013

Keywords

  • AQA/ECA08 model
  • feedback
  • law
  • problem-based learning
  • quality
  • reflective journals
  • reflective learning

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