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 language | English |
|---|---|
| Pages (from-to) | 1647-1664 |
| Number of pages | 18 |
| Journal | Interactive Learning Environments |
| Volume | 24 |
| Issue number | 7 |
| DOIs | |
| Publication status | Published - 2016 Oct 2 |
Keywords
- portfolio
- portfolio assessment
- reflection
- self-regulated learning
ASJC Scopus subject areas
- Education
- Computer Science Applications