Examining self-regulated learning through a social networking ePortfolio in higher education

Alexiou, Aikaterini; Paraskeva, Fotini

doi:10.1504/ijlt.2019.101849

Cited by 10 publications

(3 citation statements)

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“…forethought, performance-control and self-reflection) and delivered sophisticated models (Panadero, 2017). There are two major approaches of SRL models: the top-down, goal-oriented approach and the bottom-up, no sequence approach that may affect the learning process (Alexiou and Paraskeva, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Being a student in the social media era: exploring educational affordances of an ePortfolio for managing academic performance

Alexiou

Paraskeva

2020

IJILT

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PurposeUndergraduate students often find it difficult to organize their learning activities and manage their learning. Also, teachers need dynamic pedagogical frameworks and learning technologies for supporting learners to advance their academic performance. The purpose of this paper is to investigate the effect of an ePortfolio intervention on self-regulated learning (SRL cognitive, affective, behavioral and contextual processes) and academic achievement.Design/methodology/approachFor the purposes of this study, an ePortfolio was designed and implemented based on SRL. The ePortfolio-based self-regulated learning approach (ePSRL) system encompasses the merits of a social networking platform and the functionalities of a learning management system. The participants were 123 university students (38 females and 85 males) at a computer science department. Students were randomly divided into two groups, the experimental and the control group.FindingsThe results of the study indicate that there is a significant increase of the means across SRL processes between the perceptions in the experimental and the control group. The implementation of the ePSRL approach as a learning module for undergraduate students could enable learners to manage their learning processes, transform their behavior into measurable learning outcomes and foster their academic performance.Originality/valueThis paper considers the importance of SRL and ePortfolios. Also, highlights the need of providing technology enhanced training courses and interventions to undergraduate students for supporting them to thrive during their academic studies. Thus, it proposes a set of educational affordances and practical guidelines that can be used by practitioners, instructional designers and educators in higher education as well as in vocational education and training institutions.

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Section: Theoretical Backgroundmentioning

confidence: 99%

“…In these phases, learners activate and apply learning processes, receive feedback and make adjustments in order to initiate new learning efforts. This means that SRL processes are interrelated and affect learners' performance and achievement (Alexiou and Paraskeva, 2019).…”

Section: Educational Affordances Of An Eportfoliomentioning

confidence: 99%

Being a student in the social media era: exploring educational affordances of an ePortfolio for managing academic performance

Alexiou

Paraskeva

2020

IJILT

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“…This process can be described as a three-phase cycle (forethought, performance, and self-reflection) in which students plan their learning, carry it out, and finally assess the results of the process [18]. The tasks performed in these phases can be supported and facilitated by the portfolios, thus strengthening students' autonomous learning [11,19].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

University Students’ Emotions When Using E-Portfolios in Virtual Education Environments

2021

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This paper is based on a study that aims to understand the emotions students feel when they use the e-portfolio to manage their learning and assessment. The sample was composed of 358 students, and the instrument used was an ad hoc questionnaire. The students were asked to indicate the degree to which they experienced a set of emotions when using the e-portfolio. From the results obtained, it can be concluded that positive emotions are foremost and above average, ranked as follows from strongest to weakest: freedom, motivation, curiosity, and inquiry. The students evaluated negative emotions (disorientation and waste of time) as experienced less strongly. The results point out that younger students feel more comfortable with the use of technologies and specifically with the e-portfolio. In addition, men experienced the emotion “freedom” more than women. On the other hand, students in the third year of their respective degree programs experienced “freedom”, “curiosity”, and “inquiry” when using the e-portfolio to manage their learning. A clear relationship thus exists between emotions, motivation, and e-portfolio use, which appears to confirm that work in virtual contexts with this strategy stimulates student motivation.

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A systematic review of motivations, attitudes, learning outcomes, and parental involvement in social network sites in education across 15 years

2024

Behaviour & Information Technology

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Examining self-regulated learning through a social networking ePortfolio in higher education

Cited by 10 publications

References 0 publications

Being a student in the social media era: exploring educational affordances of an ePortfolio for managing academic performance

Being a student in the social media era: exploring educational affordances of an ePortfolio for managing academic performance

University Students’ Emotions When Using E-Portfolios in Virtual Education Environments

A systematic review of motivations, attitudes, learning outcomes, and parental involvement in social network sites in education across 15 years

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