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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

5 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)1647-1664
頁數18
期刊Interactive Learning Environments
24
發行號7
DOIs
出版狀態已發佈 - 2016 十月 2

ASJC Scopus subject areas

  • 教育
  • 電腦科學應用

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