Reflective learning in higher education: a qualitative study on students’ perceptions

Abstract

This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social education. Data were analysed using thematic content analysis. The study shows that students think RL contributes to a better understanding of themselves, their learning and their motivation to learn. Identified challenges were related primarily to understanding the aims of the experience, the degree of personal openness and the system of assessment. The study also provides some guidelines and orientation for improving experiences of undergraduate training based on RL.

Keywords:

• reflective learning
• undergraduates
• students' perceptions
• qualitative research
• focus groups

Acknowledgements

The research was conducted at University of Girona. All authors are members of Teaching and Innovation Network on Reflective Learning, University of Girona. This work was supported by the Educational Sciences Institute ‘Josep Pallach’ of University of Girona under the support programme to Teaching and Innovation Networks.