Reflective Learning Models In The Context Of Higher Education: Concept Analysis

Abstract

The article presents reflective learning models in higher education. While presenting the reflecting possibilities in teaching / learning in higher education, researchers refer to Kolb’s model, which does not elaborate the reflection as an essential process and feature by applying it in higher education. The researchers view reflecting / reflective learning as a basic for successful learners’ activity analysis and learning from one’s own experience. Research focus in the article is conceptual relationship between reflective learning models and context of higher education. The aim of research is to substantiate the relationship between reflective learning and context of higher education by comparing reflective learning models and illustrating possibilities of implementation of reflective learning in higher education. Research design: conceptual modeling. Method: conceptual analysis. Research outcomes: integration of models while organizing teaching/learning at the higher education enhances the interrelationship between learning experience and reflective activity. Reflective learning as a continuous educational process at the individual and collective levels encompasses the content, process, premises, and is an endless loopy process. Such process starts with reflection for action, orientation towards links of new information and continues with reflection in and on action.