Does using e-portfolios for reflective writing enhance high school students’ self-regulated learning?

Chi Cheng Chang, Chaoyun Liang, Kuen Ming Shu, Kuo Hung Tseng, Chun Yu Lin

Research output: Contribution to journalArticle

5 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)317-336
Number of pages20
JournalTechnology, Pedagogy and Education
Issue number3
Publication statusPublished - 2016 May 26



  • e-portfolio
  • portfolio
  • reflection
  • self-regulated learning

ASJC Scopus subject areas

  • Information Systems
  • Education
  • Communication
  • Computer Science Applications

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