Reflective Learning at the University Level: A Qualitative Study from the Student's Perspective

Abstract

Reflective learning is the act of considering one's own experiences and thoughts to gain new knowledge and enhance performance in the future. To encourage student involvement and self-directed learning, reflective learning grew in popularity in higher education. This study aimed to investigate students' perspectives on reflective learning in higher education. Nature of the study is qualitative and phenomenological approach is used to understand the lived experiences of students about reflective learning in higher education In-depth interviews were used in the study to collect information from undergraduate and graduate students. A thematic analysis of the data collected has identified the key factors that influence the effectiveness of reflective learning in higher education. This research has provided valuable insights into students' perspectives on reflective learning and has contributed to the development of strategies to enhance its effectiveness. The findings indicate that students are supportive of promoting reflective learning as they believe it improves their academic performance. The crucial elements of reflective learning include self-awareness, regular feedback, clear objectives, proper guidelines, and active engagement. Ultimately, the results of this study emphasize the importance of incorporating reflective learning into teaching practices.