Undergraduates in work-based learning experiences often produce meaningful contributions as viewed by their supervisors, yet report a negative perception of their contributions because they struggled during the process or produced only a few lines of code change. As a result, many omit these contributions from their resumes and job interviews, losing a meaningful signal of technical ability. This study examines how guided blog posts help CS students in work based learning experiences reflect on what they learned and contextualize their experiences. It also evaluates the depth of reflection produced. The study included twenty-five juniors and seniors studying CS at CTCs and other affordable local colleges. All participated in one cohort during Fall 2024. Each student was assigned a simple open source issue to solve from a popular open source project over the course of several weeks with the help of an industry mentor. While working on the project, students drafted a LinkedIn blog post using a five-section outline covering project mission, assigned issue, technical architecture, challenges faced, and submitted solution. We conducted a thematic analysis of the published posts and measured reflection depth using Mejia and Turns's Knowledge Gain instrument. Four themes emerged from the posts: identifying problem solving techniques, growth mindset, the challenges and benefits of collaborative development, and the impacts of their contribution on users. Additionally, students demonstrated deep reflection across all four Knowledge Gain constructs. Structured blog posts offer a low-cost addition to experiential CS learning such as capstones, micro-internships, internships, and apprenticeships. This study is descriptive; future work should compare outcomes against a control group.

翻译：基于工作的学习经历中，本科生常被主管认为做出了有意义的贡献，但他们却因过程中遭遇困难或仅产生少量代码变更而低估自身贡献。因此，许多学生将这些贡献从简历和求职面试中省略，失去了展示技术能力的重要信号。本研究探讨了引导式博客如何帮助计算机专业学生在基于工作的学习经历中反思所学内容并情境化自身经验，同时评估了反思的深度。研究对象为来自社区大学和其他可负担地方高校的25名大三、大四计算机专业学生，均参与了2024年秋季的同一批次项目。每位学生需在产业导师指导下，用数周时间从知名开源项目中选择并解决一个简单问题。在项目进行期间，学生需按五个部分（项目使命、分配任务、技术架构、遇到的挑战、提交的解决方案）撰写领英博客。我们通过主题分析法对发布的博客进行研究，并使用Mejia和Turns的知识获取工具测量反思深度。博客中涌现出四个主题：识别问题解决技巧、成长型思维、协作开发的挑战与收益、以及贡献对用户的影响。此外，学生在所有四个知识获取维度上均展现出深度反思。结构化博客为体验式计算机学习（如毕业设计、微型实习、实习和学徒制）提供了低成本附加方案。本研究为描述性研究，未来工作应与对照组进行结果比较。