Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

Sánchez, Vanesa María Gámiz; Arrufat, María Jesús Gallego; Moya, Emilio Crisol

doi:10.28945/3575

Cited by 8 publications

(9 citation statements)

References 36 publications

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“…Students have the opportunity to review and revise all the tasks that have been done and also discuss them. These results support the results of the D'Angelo & Wright (2012) study which found that the implementation of e-portfolios had a positive effect on students' perceptions of learning, and also could improve the science generic abilities of the student (Ramlawati et al, 2014), increasing participation, motivation and student self-learning ability (Gámiz-Sánchez et al, 2016) and can improve student knowledge sharing (Chang et al, 2018). In addition, these facilities can simultaneously improve student self-regulated learning which includes self-regulated learning processes, intrinsic goal orientation, metacognitive self-regulation, effort regulation, elaboration, rehearsal, and critical thinking (Nguyen & Ikeda, 2015), which of course impact on students' understanding of Cell Biology material.…”

Section: Discussionsupporting

confidence: 87%

The Effect of e-portfolio on Biological Concepts Understanding and Responses of Students with Different Academic Achievement Levels

Lukitasari¹,

Hasan²,

Sukri³

2020

INT J INSTRUCTION

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The purpose of this research was to determine (1) the effect of e-portfolio use on understanding Biology concepts of students at different academic levels and (2) knowing student responses in the use of e-portfolios. This research is experimental research using a one-shot case study design. Data on understanding students' concepts were collected through the results of learning tests, while student response data were collected through questionnaires. The data analysis used parametric statistics through descriptive statistical analysis and variants. The results of the study show that (1) there are differences in understanding the Biology concept of students at different academic levels (p <0.05), namely understanding concepts at high academic levels is better than at low academic levels ; (2) all students at the level of high and low academic abilities show a positive response to the use of e-portfolio which includes three aspects, namely (a) the benefits of using e-portfolio, (b) completion of tasks, and (c) student attitudes and interests.

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Section: Discussionsupporting

confidence: 87%

The Effect of e-portfolio on Biological Concepts Understanding and Responses of Students with Different Academic Achievement Levels

Lukitasari¹,

Hasan²,

Sukri³

2020

INT J INSTRUCTION

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“…And the result showed there were students reached a very good category. In conclusion, REAP strategy successfully improved students' reading comprehension REAP effect on students' reading comprehension and she found there is a significant difference between the students who are taught by using REAP strategy and the students who are not taught by using REAP strategy and the material that she used in her study was narrative text [17,18].…”

Section: Discussionmentioning

confidence: 83%

Read, Encode, Annotate and Ponder (REAP) on Reading Comprehension

Sholeh¹,

Osu²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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The main purpose of this study was to find out the effect of Read, Encode, Annotate and Ponder (REAP) strategy towards the students' reading comprehension. It helps students comprehend the text by connecting a text with their own words to enable them to communicate their understanding of the text. This research was quasi experimental research, the subjects were 51 students, divided into 22 students of control group and 29 students of experimental group was consisting. The data was analyzed by using independent t-test, the experimental class got higher score than control class. The mean score of experimental class was 80.34. The mean score for experimental class was 73.41 with the maximal score was 80 and the minimal score was 65. Based on the result of the t-test analysis was 0.000 that made REAP strategy effective on students reading comprehension to think more deeply about what they have read and get the gist of the text. Based on the result of the research, it could be concluded that the students who were taught by using REAP strategy gave the positive effect on students' reading comprehension. This strategy is recommended to use in teaching reading comprehension.

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“…According to Gámiz-Sánchez, Gallego-Arrufat, and Crisol-Moya [62], teachers' initial training must back methodologies that involve students' active participation, supported by their personal effort and work. Two decades ago, e-portfolios appeared under these premises, which were incorporated in future teachers' training [63][64][65][66][67].…”

Section: E-portfolio As a Tool For Consciousness Trainingmentioning

confidence: 99%

“…The e-portfolio learning model has an individualized nature, where students' experiences depend on their knowledge, preferences, needs, and interests [82]. On the other hand, students are more involved in the construction of the learning process, which increases their awareness and their ability to identify problems, root causes, and potential solutions [62,69]. Therefore, e-portfolios provide a technological context that fosters the development of conscious, committed, and critically active professionals [40,70,84].…”

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confidence: 99%

Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio

2018

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The contents of Education for Sustainable Development should be included in teachers’ initial and advanced training programs. A sustainable consciousness is one of the main foundations for determining the key competences for sustainability. However, there are not many empirical studies that deal with consciousness from education. In this context, the e-portfolio appears as a tool that promotes reflection and critical thinking, which are key competences for consciousness development. This work intends to propose a categorization system to extract types of consciousness and identify the levels of consciousness of teachers in training. For this research work, which is of an eminently qualitative nature, we have selected 25 e-portfolios of students (teachers in pre-service training) in the last year of the School of Education at the University of Macerata (Italy). The qualitative methodological procedure that was followed enabled deducing three bases that shape the consciousness of teachers in training: thinking, representation of reality, and type of consciousness. We concluded that the attainment of a sustainable consciousness in teachers requires activating and developing higher levels of thinking, as well as a projective and macrostructural representation of reality.

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Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

Cited by 8 publications

References 36 publications

The Effect of e-portfolio on Biological Concepts Understanding and Responses of Students with Different Academic Achievement Levels

The Effect of e-portfolio on Biological Concepts Understanding and Responses of Students with Different Academic Achievement Levels

Read, Encode, Annotate and Ponder (REAP) on Reading Comprehension

Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio

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