ERIC Number: EJ1023587
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1353-8322
EISSN: N/A
Towards High-Quality Reflective Learning amongst Law Undergraduate Students: Analysing Students' Reflective Journals during a Problem-Based Learning Course
Rué, Joan; Font, Antoni; Cebrián, Gisela
Quality in Higher Education, v19 n2 p191-209 2013
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.
Descriptors: Educational Quality, Teamwork, Theory Practice Relationship, Metacognition, Independent Study, Reflection, Law Students, Undergraduate Students, Legal Education (Professions), Journal Writing, Problem Based Learning, Semi Structured Interviews, Student Attitudes, Case Studies, Skill Development, Communication Skills, Peer Relationship, Teacher Student Relationship, Learning Strategies, Feedback (Response), Critical Theory, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A