Characterization and analysis of reflective learning in higher education students in Mexico

Abstract

Learning is one of the most transcendent capacities of human beings with an impact on formation that begins in the cradle and culminates in the grave [1]. The formal learning process begins from the earliest stages of the child until his or her professional training at the university level, and even later becomes a form of continuing education or updating, and learning in the organizational sphere where the person provides his or her services. Within this trajectory, the professional training stage that usually takes place in a higher education institution (HEI) is the one that calls our attention to examine to what extent students use reflective learning, which, according to specialists, is the type of learning that really creates new knowledge and is beyond the simple process of rote school learning, and even better, it is the learning that allows breaking with routines to generate new knowledge and procedures. The research project Reflective learning in higher education students in Mexico recovers a good part of the theoretical-methodological proposal of the doctoral thesis Organizational learning: nature, evolution and perspectives. Case study in four organizations in Mexico [1], in which three types of organizational learning are proposed: ontic-memory, ontological-rational and epistemic-reflective, whose hypotheses were corroborated in this study, and it is desired to replicate the methodology in higher education students to observe its presence and behavior.