Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system

Chaoyun Liang, Chi Cheng Chang, Kuen Ming Shu, Ju Shih Tseng, Chun Yu Lin

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called “Website design” at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning.

Original languageEnglish
Pages (from-to)1647-1664
Number of pages18
JournalInteractive Learning Environments
Volume24
Issue number7
DOIs
Publication statusPublished - 2016 Oct 2

Keywords

  • portfolio
  • portfolio assessment
  • reflection
  • self-regulated learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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