Reflective learning in higher education: a qualitative study on students' perceptions
dc.contributor.author
dc.date.accessioned
2015-05-13T09:13:12Z
dc.date.available
2016-02-28T04:01:34Z
dc.date.issued
2016
dc.identifier.issn
0307-5079
dc.identifier.uri
dc.description.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
dc.format.mimetype
application/pdf
dc.language.iso
eng
dc.publisher
Taylor and Francis
dc.relation.isformatof
Versió postprint del document publicat a: http://dx.doi.org/10.1080/03075079.2014.950563
dc.relation.ispartof
© Studies in Higher Education, 2016, vol. 41, núm. 6, 1008-1022
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Articles publicats (D-P)
dc.rights
Tots els drets reservats
dc.subject
dc.title
Reflective learning in higher education: a qualitative study on students' perceptions
dc.type
info:eu-repo/semantics/article
dc.rights.accessRights
info:eu-repo/semantics/openAccess
dc.embargo.terms
18 mesos
dc.date.embargoEndDate
info:eu-repo/date/embargoEnd/2016-02-27
dc.type.version
info:eu-repo/semantics/acceptedVersion
dc.identifier.doi
dc.identifier.idgrec
021598
dc.identifier.eissn
1470-174X