Evaluating the Impact of Reflective Practice as an Innovative Pedagogy Approach: A Case of Postgraduate Diploma in Higher Education at the University of Namibia

Abstract

The purpose of this study is to analyse ways in which reflective practice impacts student learning and determine the challenges students encounter in conducting reflective practice in the Postgraduate Diploma in Higher Education at the University of Namibia (UNAM). Informed by the interpretivism paradigm, the study employed a qualitative phenomenological research design. The study population included 45 students and 2 course lecturers. A convenience sampling technique was used to select 18 students. Two lecturers were purposively selected. Semi-structured interview schedules were used as the research instruments to collect data from the participants. Lecturers were interviewed one-on-one either face-to-face or using virtual meetings. The research used Zoom virtual focus group discussions for interviews with the students. The study revealed that reflective practice has a greater impact in higher education pedagogy, namely, it transforms passive learning into active, meaningful engagement; it deepens understanding and retention, enhances self-awareness, informs decision-making, encourages life-long learning, resilience, and adaptability, and it also helps students gain real-world experience before graduating. It also provides insight into the impacts of reflective practice, and from the findings, it is evident that reflective practice has positive impacts on higher education, but it does not come without its own challenges. The university should provide training to both students and lecturers on reflective models and frameworks, and reflective learning; integrate reflective practice into workflow and course design, foster mentorship and feedback mechanisms, institutionalise reflective practice as a part of professional development, align reflective practice with the institution's vision, and create research tools for both students and lecturers.