A more flexible approach to structuring study programmes across European universities enables students to choose which courses to take, in which combination and order. This flexibility is a step towards fuller self-reliance for students as learners. However, it can also reduce the coherence of studies and fragment the learning experience into units (courses or modules). To prevent the fragmentation and encapsulation of knowledge, we devised a reflective writing exercise we called ‘Building Bridges’. It requires students to detect and present connections between courses in their study programme, relevant to their personal learning progress. We carried out the exercise in three courses in a highly flexible modular undergraduate study programme at the University of Freiburg, Germany. In 54 submitted assignments, students on average identified 3.6 relevant connections per assignment of 700 words. Based on the responses, we identified six types of logical connections between courses: similarity, difference, development, challenge, application and contextualisation. Grading the assignment does not seem to influence the reflection. We conclude that, even with minimal guidance, students are able to build multiple connections between courses. Yet, students found it challenging to present connections between courses in the framework of their individual learning pathway, personal academic interests and goals. These tasks require more training and support.