Abstract: The study aims to examine whether reflective writing using e-portfolios enhances high school students’ self-regulated learning. Participants included two classes of eighth-graders majoring in Information Processing and taking a course called ‘Website Design’ at a vocational high school in Taiwan. There were 41 students, with 18 males and 23 females. The experiment lasted 10 weeks, and students used e-portfolios to reflect on their learning. The results showed that students after using e-portfolios to reflect on their learning had significantly better self-regulated learning than before. This indicates that using e-portfolios for reflection enhanced self-regulated learning. It also shows that high-reflection students had significantly better self-regulated learning than moderate-reflection and low-reflection students, which implies that reflective performance had a significantly positive effect on self-regulated learning.
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Chang, C.-C., Liang, C., Shu, K.-M., Tseng, K.-H., & Lin, C.-Y. (2016). Does using e-portfolios for reflective writing enhance high school students’ self-regulated learning? Technology, Pedagogy and Education, 25(3), 317–336. https://doi.org/10.1080/1475939X.2015.1042907