Encouraging Self-Regulated Learning through Electronic Portfolios

Autor/inn/en	Abrami, Philip C.; Wade, C. Anne; Pillay, Vanitha; Aslan, Ofra; Bures, Eva M.; Bentley, Caitlin
Titel	Encouraging Self-Regulated Learning through Electronic Portfolios
Quelle	In: Canadian Journal of Learning and Technology, 34 (2008) 3, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Internet; Electronic Publishing; Portfolios (Background Materials); Foreign Countries; Metacognition; Self Management; Learning Strategies; Questionnaires; Student Attitudes; Teacher Attitudes; English; Boards of Education; Teaching Methods; Educational Change; Focus Groups; Active Learning; Reflection; Computer Software; Elementary School Students; Elementary School Teachers; Observation; Canada (Montreal) + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schülerverhalten; Lehrerverhalten; English language; Englisch; Ausschuss; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Aktives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung
Abstract	At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios (EPs), describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions. Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec. Student and teacher post-test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to be emerging skills among students. Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to. Focus groups also revealed the challenges of using portfolios to teach children to self-regulate. And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self-regulation. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01