Reflection is a complex process well recognized for its potential to contribute to greater depth of understanding and learning. Within a cooperative education programme reflection facilitates the experiential learning process, as it transforms experience and theory into knowledge and enhances the transfer of theory and practice. The aim of this study was to examine procedural differences in reflection by sport and recreation cooperative education students by comparing two different formats: journals and blogs. A qualitative case study methodology was used. Analysis showed no differences in the frequency of entries, writing structure and level of reflection between the hard copy journals and blogs. In both formats the level of reflection was mostly expressive and of a descriptive nature. Higher levels of interpretation and analysis were rarely evident. It is recommended that further development of strategies, such as rubrics and frameworks, for improving the preparation and engagement of students in reflection are required.
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