Towards high-quality reflective learning amongst law undergraduate students: analysing students’ reflective journals during a PBL course

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 problembased 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.

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