A technology supported environment in the educational context has been identified as a useful work space with the potential to deepen the learning experience. This study focuses on ways of using it for the development of reflection as a key teaching competence within initial teacher training. It is based on the premise that enriched reflection conducted in a technology supported environment will result in more a specific, more profound and thus deeper learning experience of student teachers. The purpose of this study was to measure the level of depth of the reflection conducted in a regular higher education ELT methodology course after a microteaching session and to compare it with the reflection student teachers provided after their experience had been enriched by other classmates' suggestions within VLE. The study was conducted over 2 semesters and the research sample consisted of 52 undergraduate students. Non-probability sampling was applied, namely convenience sampling. Both qualitative and quantitative methods were used including content analysis and semi-structured focus-group interviews. To increase the internal validity and objectivity in coding the responses and data interpretation multiple researchers were used. The results of the current study suggest that enriched reflection provided student teachers with such a depth of stimuli that their approach towards their own reflection demonstrated a significant difference in comparison with regular reflection conducted in face to face learning.