In general, students leave a course and do not continue to reflect on its content. Therefore, learning gaps are neither identified nor closed. Studies showed that paper-based learning logs that target cognitive and meta-cognitive processing by prompts can overcome this deficiency. We conducted an explorative study with electronic learning logs based on the blog function of the eportfolio system Elgg. Results indicate that using blogs for learning logs are well accepted by students but the cost-benefit ratio related to time investment is considered too high.
