The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students from a general education course called Digital Citizenship took part in the study. All the participants were required to participate in four different types of online activity: information access, interactive learning, networked learning and materials development. The study used the method of partial least squares to explore the relationships between different constructs. The results indicate that students' learning styles were significantly related to online participation and that online participation in networked learning and materials development was significantly related to their learning achievement and course satisfaction. This study highlights not only the crucial role of learning styles in online participation but also the importance of individual constructivism and social interaction for effective online learning.

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This paper discusses the findings of a research study concerning the use of e-portfolios to develop independent learning, from the perspectives of teachers and students in a Hong Kong university. While most of the findings confirm the value of e-portfolio practice reported in other contexts, they throw into relief a complicated interplay and conflict of factors that may thwart the good intentions of e-portfolio design and implementation. Insights derived from this research will illuminate the issues about eportfolio-mediated independent learning across a range of settings and learners. IntroductionThe pace of utilising information technologies to support learning in higher education has accelerated over the past two decades, encouraged in part by research findings that technologies could provide improved support and added value for student learning. This development generally pursues two directions: through 'e-initiatives' adopted by educational institutions worldwide to formalise the process of assembling student work as a means to showcase student achievements over time (Foti & Ring, 2008;Meeus, Van Petegem & Engels, 2009), and secondly, through the use of participatory tools, including podcasts, wikis, blogs and other social networking software, to offer more personalised learning opportunities for students (Moskaliuk, Kimmerle & Cress, 2009;Richardson, 2009;Yang, 2009).As advocated by cognitive constructivism, students construct new knowledge based upon their prior experience and personal interpretation of the world rather than passive reception of information (Piaget, 1971). Hence, learning should build on students' existing knowledge about a given topic and improve this understanding (Kolb, 1984). However, the perception of traditional institutions being places that disengage learners persists: honest self-assessment is rarely encouraged, and 'learning and evaluation are not meaningful acts of improvement but detached and punitive symbols of failure ' (Abrami et al., 2008, online). One possible way to engender a paradigm shift to a more learner-centred approach is through the introduction of electronic portfolios (e-portfolios) to support learning (Herrington et al., 2009;Little, 2009;Stoicovy & Sanchez, 2007).Recent literature on e-portfolio practice validates e-portfolios as a platform which allows learners to collect, organise and present digital evidence in a variety of media types over time, for different purposes and audiences (Hartnell-Young et al., 2007; Chau and Cheng 933 Joyes, Gray & Hartnell-Young, 2010). In general, three types of purposes can be identified (Milman & Kilbane, 2005). The first purpose is for students to develop, demonstrate and reflect on their own learning (Stefani, Manson & Pegler, 2007; JISC, 2008). The second is to provide teachers with a form of assessment other than standardised testing, by capturing more fully the multi-faceted, complex nature of student learning (Cummins & Davesne, 2009), while the third is for graduates to showcase their competence to potential...

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This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

The ability to self-reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer-mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self-reflection. While there are reports pointing to the salutary effects of digital video on learners' reflective ability, a systematic inquiry into how digital video can be utilized to promote self-reflection in an ePortfolio context remains under-reported. In this paper, we pose two questions: (1) Do students have the confidence to create their own digital videos for reflection and do they find this activity relevant to their learning needs?; and (2) To what extent does digital video affect the level of selfreflection and the nature of peer feedback? Results from this small-scale exploratory case study provide evidence in support of video use as a reflective tool in an ePortfolio context and highlight the need for considering pedagogical and technological issues that are of significance for teachers, educators and ePortfolio developers.

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