Using e-portfolio for learning goal setting to facilitate self-regulated learning of high school students

Chi Cheng Chang, Chaoyun Liang, Pao Nan Chou, Yueh Mai Liao

Research output: Contribution to journalArticle

Abstract

This study aims to explore the influence of using e-portfolio for learning goal setting on self-regulated learning. The subjects were 40 second-year students (18 males and 22 females) taking the ‘Webpage Design’ course of the Department of Information Technology in a vocational high school. The experimental teaching lasted for ten weeks, and the students used e-portfolio for learning goal setting. The t-test result showed that the students’ self-regulated learning after using e-portfolio for learning goal setting is better than that before goal setting. The regression result showed that goal setting performance significantly and positively influences self-regulated learning. In other words, having goal setting or better goal setting leads to better self-regulated learning. Finally, limitation and recommendations for future work are proposed.

Original languageEnglish
Pages (from-to)1237-1251
Number of pages15
JournalBehaviour and Information Technology
Volume37
Issue number12
DOIs
Publication statusPublished - 2018 Dec 2

Fingerprint

Learning
Students
school
learning
student
Information technology
Teaching
Self-regulated Learning
High School Students
information technology
Technology
regression
performance
High School

Keywords

  • Portfolio
  • e-portfolio
  • goal setting
  • self-regulated learning

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Social Sciences(all)
  • Human-Computer Interaction

Cite this

Using e-portfolio for learning goal setting to facilitate self-regulated learning of high school students. / Chang, Chi Cheng; Liang, Chaoyun; Chou, Pao Nan; Liao, Yueh Mai.

In: Behaviour and Information Technology, Vol. 37, No. 12, 02.12.2018, p. 1237-1251.

Research output: Contribution to journalArticle

@article{b8dcfe386fe0495da7ebff3088395ff3,
title = "Using e-portfolio for learning goal setting to facilitate self-regulated learning of high school students",
abstract = "This study aims to explore the influence of using e-portfolio for learning goal setting on self-regulated learning. The subjects were 40 second-year students (18 males and 22 females) taking the ‘Webpage Design’ course of the Department of Information Technology in a vocational high school. The experimental teaching lasted for ten weeks, and the students used e-portfolio for learning goal setting. The t-test result showed that the students’ self-regulated learning after using e-portfolio for learning goal setting is better than that before goal setting. The regression result showed that goal setting performance significantly and positively influences self-regulated learning. In other words, having goal setting or better goal setting leads to better self-regulated learning. Finally, limitation and recommendations for future work are proposed.",
keywords = "Portfolio, e-portfolio, goal setting, self-regulated learning",
author = "Chang, {Chi Cheng} and Chaoyun Liang and Chou, {Pao Nan} and Liao, {Yueh Mai}",
year = "2018",
month = "12",
day = "2",
doi = "10.1080/0144929X.2018.1496275",
language = "English",
volume = "37",
pages = "1237--1251",
journal = "Behaviour and Information Technology",
issn = "0144-929X",
publisher = "Taylor and Francis Ltd.",
number = "12",

}

TY - JOUR

T1 - Using e-portfolio for learning goal setting to facilitate self-regulated learning of high school students

AU - Chang, Chi Cheng

AU - Liang, Chaoyun

AU - Chou, Pao Nan

AU - Liao, Yueh Mai

PY - 2018/12/2

Y1 - 2018/12/2

N2 - This study aims to explore the influence of using e-portfolio for learning goal setting on self-regulated learning. The subjects were 40 second-year students (18 males and 22 females) taking the ‘Webpage Design’ course of the Department of Information Technology in a vocational high school. The experimental teaching lasted for ten weeks, and the students used e-portfolio for learning goal setting. The t-test result showed that the students’ self-regulated learning after using e-portfolio for learning goal setting is better than that before goal setting. The regression result showed that goal setting performance significantly and positively influences self-regulated learning. In other words, having goal setting or better goal setting leads to better self-regulated learning. Finally, limitation and recommendations for future work are proposed.

AB - This study aims to explore the influence of using e-portfolio for learning goal setting on self-regulated learning. The subjects were 40 second-year students (18 males and 22 females) taking the ‘Webpage Design’ course of the Department of Information Technology in a vocational high school. The experimental teaching lasted for ten weeks, and the students used e-portfolio for learning goal setting. The t-test result showed that the students’ self-regulated learning after using e-portfolio for learning goal setting is better than that before goal setting. The regression result showed that goal setting performance significantly and positively influences self-regulated learning. In other words, having goal setting or better goal setting leads to better self-regulated learning. Finally, limitation and recommendations for future work are proposed.

KW - Portfolio

KW - e-portfolio

KW - goal setting

KW - self-regulated learning

UR - http://www.scopus.com/inward/record.url?scp=85052055866&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85052055866&partnerID=8YFLogxK

U2 - 10.1080/0144929X.2018.1496275

DO - 10.1080/0144929X.2018.1496275

M3 - Article

AN - SCOPUS:85052055866

VL - 37

SP - 1237

EP - 1251

JO - Behaviour and Information Technology

JF - Behaviour and Information Technology

SN - 0144-929X

IS - 12

ER -