The effects of ePortfolio-based learning model on student self- regulated learning
Self-regulated learners are aware of their knowledge and skills and proactive in learning. They view learning as a controllable process and accept more responsibility for the results of this process. The research described in this article proposes, implements, and evaluat...
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| Tác giả chính: | , |
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| Định dạng: | Bài trích |
| Ngôn ngữ: | English |
| Thông tin xuất bản: |
The Author(s)
2023
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| Chủ đề: | |
| Truy cập trực tuyến: | http://10.1.1.182:8080/handle/123456789/13747 |
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| Tóm tắt: | Self-regulated learners are aware of their knowledge and skills and proactive in learning. They
view learning as a controllable process and accept more responsibility for the results
of this process. The research described in this article proposes, implements, and
evaluates an ePortfolio-based self-regulated learning model. An ePortfolio system was
developed based on self-regulated learning theories. This ePortfolio system was used in
designing a learning model for fostering self-regulated learning in higher education. Two
surveys were conducted with the Motivated Strategies for Learning Questionnaire at the beginning
and at the end of the courses. The differences in Motivated Strategies for Learning Questionnaire
scales between pre-test and post-test, or control group and experimental group were evaluated. The
trace data of learning activity were also analyzed to evaluate the effects of the learning model on
students? self-regulated learning. The results show that students implemented self-regulated
learning processes, and their intrinsic goal orientation, metacognitive self-regulation, effort
regulation, elaboration, rehearsal, and critical thinking improved after applying ePortfolio-based
learning model in the courses. In conclusion, the ePortfolio system
and the proposed learning model had positive effects on students? self-regulated learning skills. |
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