Online self and critical reflective journal approach: a collaborative learning in Engineering design

The general purpose of timely self and critical reflective journal activities is for students to gain a deeper understanding of professional practice knowledge in a collaborative learning environment. Online and paperbased reflective journal exercises are well known to engineering education community. However, there is lack of literature in the evaluation and implementation of strategic reflective journal methods, aimed at bridging student personal experiences with the non-technical teaching content presented in classrooms and engineering team projects. PURPOSE The aim of this study was to evaluate implemented strategic reflective journal approach in order to improve student learning outcomes and cooperative learning. DESIGN/METHOD An approach was applied to simultaneously implement and evaluate RMIT University's Engineering Design courses offered at year 3 undergraduate and postgraduate levels. This approach consisted of timely online self and critical reflection innovation; several study methods and three main hypotheses with multiple control and experimental groups. Students were required to write timely reflection self or critical journal entries in online Blackboard environment, whist paper-based surveys were administered at 5 time-points in order to collect and analyse data. RESULTS The outcomes from the statistical analyses revealed that the quality of self and critical reflection entries improved because of student practice in learning how to writing these reflection entries. It assisted students to pay more attention in the classroom and in learning better when they were able to view their team member's explanations. However, students did not think reflection activity provided them with sufficient feedback on their learning which was initially expected. CONCLUSIONS This study revealed that applied strategic reflective journal approach, improved team development and certain learning outcomes in engineering design curriculum.