Abstract:

Project-based learning has been recognized as an effective educational approach that enhances student learning, fosters teamwork, and develops essential real-world problem-solving skills. However, teamwork in student projects often leads to conflicts. Due to the short duration of the projects and different grade ambitions, these conflicts often remain unresolved. This leads to frustration and reduced effectiveness. The idea proposed in this paper is to support collaboration by promoting self-reflection practices on group performance and individual learning. The effect is evaluated in two different courses: an Information technology (IT) project course and a material science concept course.

Based on Kolb's reflective learning cycle (Kolb 1984), the study examines the levels of reflection and their depth, ranging from descriptive to concluding reflection. The Kolb model consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. These stages provide a framework for understanding the impact of reflection on the learning process.

In both project courses, students were required to submit written reflections at specific milestones. A template guided their reflections, prompting them to consider their current cooperation rules, evaluate their own contributions, analyze the conflicts, or challenges they encountered, and propose solutions or improvements.
The reflection was submitted to an impartial reviewer to ensure confidentiality. The supervisor of the projects encouraged the students to make use of the reflections to improve the collaboration in the next project phase.

The evaluation of the reflections revealed several findings.
Initially, students struggled with writing reflections:
• Descriptions were too general and did not drill down to the root cause.
• The observation consisted of a listing of tasks rather than a critical analysis of their own contributions.
• Problems were mainly attributed to other team members.
• Proposed solutions were based on changes in the behavior of others.
As the projects progressed, the reflections became more self-critical and the proposed solutions more self-centered and actionable.
In terms of content, lack of communication emerged as common underlying issue in both projects. Furthermore, unclear responsibilities and ambiguous framework conditions reduced effectiveness and postponed results.

Despite some initial resistance to the extra workload, the students recognized the benefits of the reflection process. It helped to identify and address conflicts, improve communication, and clarify roles within the team. Lecturers gained deeper insight into students' struggles and the need to provide more management skills and opportunities for face-to-face communication.
Overall, the findings highlight the value of incorporating reflective practice into project-based courses. The reflection tool serves as a valuable tool to initiate self-agency, improve teamwork, and enhance individual learning. Future iterations of these courses will include mid-course feedback to provide ongoing support and address challenges in a timely manner.

References:
[1] Kolb, D. (1984), Experiential Learning: Experience as The Source of Learning and Development. Prentice Hall, New Jersey

Keywords:

Higher Education, Project-Based Learning, Reflective Practice.