Does Using E-Portfolios for Reflective Writing Enhance High School Students' Self-Regulated Learning?

Autor/inn/en	Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Tseng, Kuo-Hung; Lin, Chun-Yu
Titel	Does Using E-Portfolios for Reflective Writing Enhance High School Students' Self-Regulated Learning?
Quelle	In: Technology, Pedagogy and Education, 25 (2016) 3, S.317-336 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2015.1042907
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; High School Students; Grade 8; Portfolios (Background Materials); Electronic Publishing; Reflection; Pretests Posttests; Self Management; Surveys; Factor Analysis; Regression (Statistics); Likert Scales; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; Elektronisches Publizieren; Selbstmanagement; Survey; Umfrage; Befragung; Faktorenanalyse; Regression; Regressionsanalyse; Likert-Skala
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01