Enhancing the Quality of Student End-Of-Course Reflection through Process Visualization

​The purpose of the study is to test the hypothesis that retrospectively mapping and discussion of a learning process can improve the quality of written reflection papers. To address this problem, we conducted an intervention where six randomly selected groups out of 13 groups in a project management course conducted a one-hour group process modelling workshop prior to writing group and individual reflection papers. The data consists of 13 group and 52 individual reflection papers and 20 questionnaire responses from workshop participants. The analysis is ongoing. But our preliminary findings indicate the group modelling process focused the students attention on own learning outcomes and issues to address in the reflection papers. The workshop seemed to make a difference to the level of reflections, for example by helping to focus on what were important events.