After the end of the WBL programme, it is important that the student reviews the experience and writes a final report about it. As the main location for the learning experience is the workplace and the main participant is the student, he/she can provide a detailed overview of how learning was achieved through working tasks. This report is essential in order to activate the student to review and evaluate the experience as a whole and realize the achievements and benefits. This report is also essential in order to give tutors and any other stakeholders the “real image” of how the student experienced this training programme. It can be used for evaluation purposes and, also the student can keep it for future use in his/her CV folder as evidence and review of the working experience.

                The report should, first of all, contain information about the company. As mentioned, the workplace is the main location of learning, and thus the report should provide the reader with an understanding of it. Students should provide information about the company’s main services and working activities, its culture and workflow. Furthermore, students should analyse what was the type of the WBL programme, which were its main aims and how the programme was implemented. They should describe their job position inside the company and give an understanding of what were their main responsibilities, the projects that they were involved in and their working tasks. Finally, students should provide a review of the experience and analyse the main benefits they feel they obtained and the challenges they faced and how they think this experience was relevant to their studies and professional aspirations.

                All of the aforementioned information aims to allow the reader to understand how the learning took place and what the acquired competencies are. For that reason, the report should be analytical and provide enough details. It should also entail evidence for the reader in order to provide a better and more spherical understanding.