Promoting Self-Regulation and Critical Reflection through Writing Students' Use of Electronic Portfolio

Autor/in	Jenson, Jill D.
Titel	Promoting Self-Regulation and Critical Reflection through Writing Students' Use of Electronic Portfolio
Quelle	In: International Journal of ePortfolio, 1 (2011) 1, S.49-60 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-622X
Schlagwörter	Portfolios (Background Materials); Electronic Publishing; Self Management; Critical Thinking; Reflection; Writing Assignments; College Freshmen; Freshman Composition; Learning Processes; Instructional Innovation; Teaching Methods; Writing Instruction; Student Surveys; Student Attitudes; Discussion (Teaching Technique); Skill Development; Writing Strategies; Word Frequency; Student Centered Learning; Scaffolding (Teaching Technique); Minnesota + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Selbstmanagement; Kritisches Denken; Studienanfänger; Learning process; Lernprozess; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Schülerbefragung; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Schreibtechnik; Word analysis; Frequency; Wortanalyse; Häufigkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The role of reflection in the learning process has taken on new significance in a digital environment. The potential of using innovative teaching methods to prompt first-year writing students to self-regulate learning behaviors and write more critical reflection statements when using electronic portfolios was studied over eight fall semesters. Results showed that using student surveys and focused in-class discussion in conjunction with consistent ePortfolio assignments not only dramatically increased the length of reflection statements written but also the depth of thinking shown in those statements. These results demonstrate the effectiveness of using intentional instructional strategies for helping students develop self-regulation and critical reflection skills. (As Provided).
Anmerkungen	Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01