Citation
Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia – Social and Behavioral Sciences, 2(2), 3048-3054.
Abstract
This paper outlines the process of integrating an e-portfolio tool in tertiary education for students’ personal and professional development. During 2009 spring semester, we implemented an e-portfolio tool for students of a computer science university department.We explored the potential of e-portfolio to support self-regulated learning. The evaluation of the research is based on quantitative and qualitative statistical analysis. The paper brings out new ideas and possibilities: the implementation of an e-portfolio so as to promote student self-regulation and as a consequence to enhance academic and professional skills.
Annotation
“Highly self-regulated learners approach learning tasks in a mindful, confident manner, proactively set goals, and develop a plan for attaining those goals” (p. 3050). In this paper, the authors explored the potential of using e-portfolio technology to enhance students’ self-regulated learning, academic, and professional skills, and to “empower students as active participants of their learning” (p. 3051). Through a pilot study which focused on process and content, as well as technology [platform] , an e-portfolio tool was introduced to undergraduate computing students at a university in Greece over one semester. Students completed both pre- and post-e-portfolio project questionnaires [survey]; the latter consisted of completing three rubrics to evaluate self-regulated learning at each of the three phases associated with the self-regulation learning model, engagement levels, and the e-portfolio (p. 3052). The results suggested that e-portfolios structured as a learning strategy could be used to “enhance self-regulated learning skills” (p. 3053).