The effects of ePortfolio-based learning model on student self-regulated learning

Abstract

Self-regulated learners are aware of their knowledge and skills and proactive in learning. They view learning as a controllable process and accept more responsibility for the results of this process. The research described in this article proposes, implements, and evaluates an ePortfolio-based self-regulated learning model. An ePortfolio system was developed based on self-regulated learning theories. This ePortfolio system was used in designing a learning model for fostering self-regulated learning in higher education. Two surveys were conducted with the Motivated Strategies for Learning Questionnaire at the beginning and at the end of the courses. The differences in Motivated Strategies for Learning Questionnaire scales between pre-test and post-test, or control group and experimental group were evaluated. The trace data of learning activity were also analyzed to evaluate the effects of the learning model on students' self-regulated learning. The results show that students implemented self-regulated learning processes, and their intrinsic goal orientation, metacognitive self-regulation, effort regulation, elaboration, rehearsal, and critical thinking improved after applying ePortfolio-based learning model in the courses. In conclusion, the ePortfolio system and the proposed learning model had positive effects on students' self-regulated learning skills.

The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self-Regulated learning skills of university students

“…Finally, the teachers' role changed Instead of transferring knowledge directly, into being guided for feedback misunderstandings and learning' facilitator to enable students to form SRLSs. These results agree with (Nguyen& Ikeda, 2015;Butzler, 2016;Ozdemir & Arslan, 2016) The four examined SRL skills; "goal setting and planning", "Keeping Records and Monitoring", "Rehearsing and Memorizing" and "Seeking Social Assistance" are considered unlimited outcomes, which the formation of FCRS helped the students to improve; since the first and second sub-skills could be improved at home and the third and fourth sub-skills in class; remarks appeared that students established goals and planed their home tasks' activities related to received Mashups according to time schedule, the Blackboard is considered a records monitoring the home activities and forums as well; whereas in class the students practicing activities require recall the learned data, and no doubt, become social aid form group' peers and feedback from teacher to achieve the classroom task. All these outcomes may equate the students' learning and academic achievement as well, these results approved with (AlJarrah, 2010;LeanaTascilar, 2016, Zimmerman, 1990Zimmerman1995;Ahmed, 2007;Butzler, 2016;Geduld, 2016).…”

“…Similarly; Prayekti (2015) compared the professional capability and SRL for the students of science field with regular students, the results showed that SRL as a factor gave significant effect for professional capability score. Mainly Nguyen and Ikeda, (2015) indicated that E-Portfolio and other modern learning models had positive effects on students' SRLSs; and their basic skills: goal orientation, metacognitive selfregulation, effort regulation, explanation, practice, and critical thinking, which improved after implication of E-Portfolio-based learning model in lessons. Therefore the current study holds Blackboard Mashup tools to apply FCR to improve students' SRLSs.…”

“…Furthermore Self-regulated students are conscious of their own learning abilities, and active in learning. They found learning as a manageable progression and assent extra responsibility for the learning progression outcomes (Nguyen& Ikeda, 2015). A self-regulated learner could effectively and independently plan for learning, select/ use suitable learning approaches and reflect/ monitor learning growth.…”

Granularity matters: comparing different ways of measuring self-regulated learning

“…The author concludes that the self-report questionnaire assesses a context-independent, general and common aspect of metacognition, while thinkaloud methodology assesses context-specific metacognition. Nguyen and Ikeda (2015) developed and evaluated an electronic portfolio system to support SRL in students in the context of two university courses with ICT topics. They used the MSLQ to measure self-reported SRL strategies and examined traces in the ePortfolio environment to assess students' actual use of strategies.…”

Beliefs or Intentionality? Instructor Approaches to ePortfolio Pedagogy

“…The body of research on eportfolios has emphasized numerous features of eportfolios that are argued to be relatively unique to this educational tool, and that directly contribute to the success of eportfolio activities. Drawing from a variety of different tools of analysis-case studies (Landis, Scott, & Kahn, 2015), questionnaires (Bolliger & Shepherd, 2010) and user-experience data (Nguyen & Ikeda, 2015)-scholars have suggested eportfolios can support student learning by encouraging community building and reflection. Other benefits, such as efficiency, and enhancement of skill development and feedback provisions (Joyes et al, 2010) have been highlighted in research concerning the efficacy of this educational approach.…”