Exploring the relationship between students' self-regulated learning ability and their ePortfolio achievement

Kwok Shing CHENG, Juliana CHAU

Research output: Contribution to journalArticle

30 Citations (Scopus)

Abstract

This study explores the relationship between students' self-regulated learning (SRL) ability and their ePortfolio achievement in a language enhancement programme. Undergraduate students (N=26) were asked to create several ePortfolio showcases to demonstrate their English language learning experience over a period of three months. Upon completion of the programme, participants' SRL ability was measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and their achievement was assessed using an ePortfolio scoring system. Our findings reveal that higher-order cognitive skills (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and collaborative learning strategies (i.e. peer learning) were positively correlated with the ePortfolio achievement of participants. The results not only provide evidence to support that ePortfolio development is a complex process that cannot simply be driven by surface learning strategies, but also suggest that students should be equipped with appropriate SRL strategies to successfully participate in and benefit from ePortfolio activities. Copyright © 2012 Elsevier Inc. All rights reserved.
Original languageEnglish
Pages (from-to)9-15
JournalInternet and Higher Education
Volume17
Early online dateSep 2012
DOIs
Publication statusPublished - Aug 2013

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Students
learning strategy
ability
learning
student
self-regulation
English language
organization
questionnaire
language
evidence
experience

Citation

Cheng, G., & Chau, J. (2013). Exploring the relationship between students' self-regulated learning ability and their ePortfolio achievement. Internet and Higher Education, 17, 9-15.

Keywords

  • ePortfolio
  • Self-regulated learning strategies
  • Reflection
  • Independent learning