Literaturnachweis - Detailanzeige
Autor/inn/en | Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Tseng, Kuo-Hung; Lin, Chun-Yu |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |