Towards High-Quality Reflective Learning amongst Law Undergraduate Students: Analysing Students' Reflective Journals during a Problem-Based Learning Course

Autor/inn/en	Rué, Joan; Font, Antoni; Cebrián, Gisela
Titel	Towards High-Quality Reflective Learning amongst Law Undergraduate Students: Analysing Students' Reflective Journals during a Problem-Based Learning Course
Quelle	In: Quality in Higher Education, 19 (2013) 2, S.191-209 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2013.802575
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Theorie-Praxis-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbststudium; Juristischer Beruf; Zeitschriftenaufsatz; Problem-based learning; Problemorientiertes Lernen; Schülerverhalten; Case study; Fallstudie; Case Study; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10