Learning portfolios as a tool for promoting reflection in engineering education

Abstract

Reflection is a key component of deep learning and professional development, yet it remains underutilized in engineering education. This study evaluates the implementation of Project Journals (PJs), a form of learning portfolio, as a structured tool to promote reflection among second cycle engineering students in a project course. Sixteen students submitted five PJ entries throughout the semester, guided by prompts to retell, relate, and reflect on their project work and team role. Reflection quality was assessed using the Hatton & Smith four-level scale. Results showed significant improvement in reflection quality over time, with students reporting enhanced reflective skills and positive perceptions of the assignment. The PJ format also supported formative assessment, early engagement, and individual accountability. Despite challenges such as language barriers and varied interpretation of the task, the intervention proved effective in promoting critical thinking and contextual learning. The study highlights the value of structured reflection in engineering education and offers