Designing Reflective Learning Tools: Insights from a Learning Reflection Journal in Higher Education

Learner reflection plays a critical role in self-regulated learning and the continuous improvement of instructional design; however, structured tools that systematically support reflection are still limited in university courses. This study aimed to develop a learning reflection journal tool and to examine university students’ perceptions of its usefulness and appropriateness in authentic course settings. A preliminary reflection journal was developed based on a literature review and expert consultation. The validated tool was implemented in undergraduate courses, and data were collected from 81 students who completed the reflection journal and a perception survey. Descriptive statistics and internal consistency reliability analyses were conducted. Students reported generally positive perceptions of the reflection journal, with high scores for both appropriateness and usefulness. The reflection competency scale demonstrated excellent internal consistency (Cronbach’s α = .929). Differences by academic year indicated that senior students perceived greater professional relevance and value of the reflection journal. The findings suggest that the developed learning reflection journal is a feasible and well-accepted tool for supporting reflective learning in higher education. Moreover, the journal shows potential as a learnercentered resource for reviewing and improving instructional design. Further studies with larger and more diverse samples are recommended to strengthen its validity and applicability.