Individual Reflection Paper – Supporting Student's Learning in the Critical Phase of Self-directed Learning in PBL

  • Madelaine Johansson Centre for Academic Development, Karlstad University, SE-651 88 Karlstad
  • Teresia Svensson Linköping University, Department of Thematic Studies - Environmental Change


Supporting and assessment of students’ preparation and learning process in problem-based learning (PBL) tutorials has long been a challenge. We present a modified PBL model focussing on the specific critical phase in the PBL process, the self-directed learning phase in between tutorial meetings. The modified seven step PBL model including an Individual reflection paper (IRP) is presented as well as students’ perspectives on the implementation of IRP and information literacy, knowledge gathering, and PBL tutorial work. The assessment of PBL work is complex, and the ways in which IRPs support the tutor’s role as an examiner is beyond the scope of the current study. However, it seems that the students experienced assessment of the IRPs as part of their as a positive driving force in their learning process.

Case studies of PBL and reflections on PBL in practice