Inspiring Key Competencies Through the Implementation of an ePortfolio for Undergraduate Students

Alexiou, Aikaterini; Paraskeva, Fotini

doi:10.1016/j.sbspro.2015.07.307

Cited by 4 publications

(7 citation statements)

References 16 publications

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“…20,22 According to studies results, a self-regulation learning strategy teaching improves self-efficacy and motivation. 23 Learning strategies are fundamental in student's motivation. They are used to encode and remember.…”

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confidence: 99%

The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

Fakhri

Mirzaeyan

2018

Int Clin Neurosci J

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Background: Achievement motivation is one of the critical variables that predict educational achievement and success in the future. Therefore, the identification of effective factors upon achievement motivation may be one of the basic subjects in education. The present study aimed to evaluate the structural model of educational self-regulation based on learning strategies by the mediator of achievement motivation among students. Methods: The present study was correlation research with structural equation modeling (SEM). The statistical universe of this study consisted of all boy and girl students at secondary high schools in 2017-2018. The multistep random cluster sampling selected 375 (215 girls and 160 boys). Data gathered by the Bouffard educational self-regulation questionnaire, learning strategies questionnaire, attributional style questionnaire, and Herman’s achievement motivation questionnaire. Data analysis gathered by path analysis and structural equations with Lisrel 8.80 software. Results: The research results indicated the direct effects of learning strategies and attributional styles upon achievement motivation (P<0.05). Also, model fitting indicated indirect effects of learning strategies and attributional styles by achievement motivation upon students learning self-regulation (P<0.01). Conclusion: Research results indicate that self-regulation learning strategies are educational. The teaching of these strategies is effective in increasing internal attribution style for positive events and decreasing this style for adverse events among students.

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confidence: 99%

The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

Fakhri

Mirzaeyan

2018

Int Clin Neurosci J

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“…A handful of studies have reported positive outcomes associated with portfolio use, such as enhanced reflective ability [12], development of self-regulated learning [13] and improvements in key cross-disciplinary competencies [14], however, almost all of these (i) were based on a single implementation of portfolios in one university over a short period of time, (ii) employed a very small sample size and (iii) did not measure learning outcomes directly; rather, inferred them via the proxy of students' and teachers' perceptions.…”

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confidence: 99%

Linguistic and psychological bases of the self-developing personality: the effective practices of the implementation of “Portfolio” technology

2020

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Self-development is one of the structural components in the competitiveness model of the student’s as prospective specialists. Linguistic and psychological bases are one of the most important elements of self-management, indication of competitiveness and the self-evaluation process as well. The aim of the research was to analyze and evaluate the effective practices of the implementation of “Portfolio” technology. Portfolio is one of the pedagogical tools for facilitation of self-development of competitiveness of prospective specialists in the study environment at university.

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“…Reflection is the "heart" of ePortfolios [8], and according to Kolb [18], reflection is essential for learning. Further, Alexiou et al [2] describe the process of reflection on artifacts involved in the development of ePortfolios as one that makes invisible learning visible.…”

Section: Artifacts and Reflectionmentioning

confidence: 99%

“…The session started with introducing the ePortfolio, focusing on promoting the ePortfolio and motivating the students to develop ePortfolio [19,23,24]. The students were informed what an ePortfolio is and why the ePortfolio could be of value for them [2,6,7,10]. After the introduction, carried out by the researcher, the students were given a combination of three different types of support material.…”

Section: Casementioning

confidence: 99%

“…The artifacts and the associated reflections are evidence of achievement and demonstrate skills, competencies, or learning acquired from education, training, or work experience [1]. Moreover, the opportunity to present this information in digital format makes the previously unseen visible to students and employers alike [2]. Several authors indicate that ePortfolios can be used as a tool to make competencies more visible for students because ePortfolios creates self-awareness [3,4,5], and demonstrate student development over time [6,7].…”

Section: Introductionmentioning

confidence: 99%

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ePortfolio Introduction: Designing a Support Process

Olstad

2020

Informatics in Schools. Engaging Learners in Computational Thinking

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As a result of innovations within the computer field, educational content changes continuously. The constant change can make it challenging for some students to understand what competencies they have gained. Relevant literature indicates that ePortfolios can help students gain awareness of competencies if given technological-and pedagogical support. The potential benefits of ePortfolios are the motivation behind the research questions: What types of support do students need when developing an ePortfolio for the first time, and how should the support be designed to make students independent when developing ePortfolios? Data is collected by observation and analysis of four student assistants' reflection notes on the experience of developing ePortfolios for the first time. The finding shows that the identified support process was appropriate but needs some adjustments to make students able to develop ePortfolios without further support from teachers or others. The support process identified and explored in this study will be customized based on the findings. Subsequent studies will try out the customized support among a larger group of students.

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Inspiring Key Competencies Through the Implementation of an ePortfolio for Undergraduate Students

Cited by 4 publications

References 16 publications

The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

Linguistic and psychological bases of the self-developing personality: the effective practices of the implementation of “Portfolio” technology

ePortfolio Introduction: Designing a Support Process

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