Online Reflective Writing Mechanisms and Its Effects on Self-Regulated Learning: A Case of Web-Based Portfolio Assessment System

Autor/inn/en	Liang, Chaoyun; Chang, Chi-Cheng; Shu, Kuen-Ming; Tseng, Ju-Shih; Lin, Chun-Yu
Titel	Online Reflective Writing Mechanisms and Its Effects on Self-Regulated Learning: A Case of Web-Based Portfolio Assessment System
Quelle	In: Interactive Learning Environments, 24 (2016) 7, S.1647-1664 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1041403
Schlagwörter	Foreign Countries; Vocational High Schools; High School Students; Writing (Composition); Portfolio Assessment; Electronic Publishing; Independent Study; Web Based Instruction; Experimental Groups; Control Groups; Comparative Analysis; Student Satisfaction; Academic Achievement; Learning Processes; Web Sites; Design; Majors (Students); Pretests Posttests; Quasiexperimental Design; Statistical Analysis; Factor Analysis; Computer Mediated Communication; Taiwan + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibübung; Portfoliobeurteilung; Elektronisches Publizieren; Selbststudium; Web Based Training; Schulleistung; Learning process; Lernprozess; Web-Design; Statistische Analyse; Faktorenanalyse; Computerkonferenz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01