Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system. Issue 7 (2nd October 2016)

• Record Type: Journal Article
• Authors: Liang, Chaoyun; Chang, Chi-Cheng; Shu, Kuen-Ming; Tseng, Ju-Shih; Lin, Chun-Yu
• Is Part Of: Interactive learning environments. Volume 24:Issue 7(2016)
• Page Start: 1647
• Page End: 1664
• Publication Date: 2016-10-02
• Subjects: reflection -- self-regulated learning -- portfolio -- portfolio assessment; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2015.1041403
• Languages: English
• ISSNs: 1049-4820

Abstract

Abstract : The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called "Website design" at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning.