Does using e-portfolios for reflective writing enhance high school students' self-regulated learning?. Issue 3 (26th May 2016)

• Record Type: Journal Article
• Authors: Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Tseng, Kuo-Hung; Lin, Chun-Yu
• Is Part Of: Technology, pedagogy and education. Volume 25:Issue 3(2016)
• Page Start: 317
• Page End: 336
• Publication Date: 2016-05-26
• Subjects: portfolio -- e-portfolio -- reflection -- self-regulated learning; Educational technology -- Great Britain -- Periodicals; Teachers -- Training of -- Great Britain -- Computer-assisted instruction -- Periodicals; Teachers -- Training of -- Great Britain -- Periodicals; 371.33
• DOI: 10.1080/1475939X.2015.1042907
• Languages: English
• ISSNs: 1475-939X

Abstract

Abstract : The study aims to examine whether reflective writing using e-portfolios enhances high school students' self-regulated learning. Participants included two classes of eighth-graders majoring in Information Processing and taking a course called 'Website Design' at a vocational high school in Taiwan. There were 41 students, with 18 males and 23 females. The experiment lasted 10 weeks, and students used e-portfolios to reflect on their learning. The results showed that students after using e-portfolios to reflect on their learning had significantly better self-regulated learning than before. This indicates that using e-portfolios for reflection enhanced self-regulated learning. It also shows that high-reflection students had significantly better self-regulated learning than moderate-reflection and low-reflection students, which implies that reflective performance had a significantly positive effect on self-regulated learning.