E-Portfolio Evaluation and Vocabulary Learning: Moving from Pedagogy to Andragogy

Autor/inn/en	Sharifi, Maryam; Soleimani, Hassan; Jafarigohar, Manoochehr
Titel	E-Portfolio Evaluation and Vocabulary Learning: Moving from Pedagogy to Andragogy
Quelle	In: British Journal of Educational Technology, 48 (2017) 6, S.1441-1450 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12479
Schlagwörter	Portfolio Assessment; Electronic Publishing; Vocabulary Development; Andragogy; Educational Technology; College Students; Foreign Countries; Experimental Groups; Control Groups; Second Language Learning; English (Second Language); Pretests Posttests; Student Motivation; Outcomes of Education; Technology Integration; Student Attitudes; Iran + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Elektronisches Publizieren; Wortschatzarbeit; Andragogics; Andragogik; Unterrichtsmedien; Collegestudent; Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Lernleistung; Schulerfolg; Schülerverhalten
Abstract	Current trends in the field of educational technology indicate a shift in pedagogical assumptions and theoretical frameworks that favor active involvement of self-directed learners in a constructivist environment. This study probes the influence of electronic portfolio evaluation on vocabulary learning of Iranian university students and the possible implications this influence affords. For this aim, the study recruited 66 students who were randomly assigned to the e-portfolio group and the traditional assessment group. The experimental group kept an e-portfolio in the intermediate level English language course while the traditional assessment group did not. The results revealed that the e-portfolio group outperformed the traditional assessment group in terms of vocabulary learning on the posttest. The results also showed that e-portfolio boosted students' motivation for learning new items. The perceptions of the participants in the e-portfolio group reflected that they benefited from the integration of technology and various educational activities and enjoyed keeping an e-portfolio. Finally, initial guidelines about how to use the instrument as part of the curriculum are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01