Using students’ reflection in the university educational process – a qualitative approach
Using students’ reflection in the university educational process – a qualitative approach

Summary/Abstract: The university learning process must be self-planned, self-directed, self-initiated, and frequently completed individually. To be able to achieve these goals, students must have certain knowledge and skills. One of these is the reflective ability, developed through different modalities and using different tools. This article presents a qualitative interpretation of the students' responses written in a reflective journal, at the end of a semester, as a tool for self-assessment and self-reflection and feedback on the educational activities in which they were involved. We present anonymously the dominant answers for each item grouped in reflective dimensions about the teaching and learning process. Based on these responses, we tried to identify characteristics and/or difficulties in the teaching and learning process, not only to summarize and analyze but to value and/or optimize them in the future university educational process.

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