Encouraging self-regulated learning through electronic portfolios

At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summari...

Full description

Saved in:
Bibliographic Details
Published inCanadian journal of learning and technology Vol. 34; no. 3; pp. 93 - 104
Main Authors Abrami, Philip C, Wade, C Anne, Pillay, Vanitha, Aslan, Ofra, Bures, Eva M, Bentley, Caitlin
Format Journal Article
LanguageEnglish
Published Vancouver Association for Media and Technology in Education in Canada 01.10.2008
Canadian Network for Innovation in Education
Subjects
Active Learning
Boards of Education
Computer Software
Core competencies
Education portfolios
Educational Change
Educational software
Electronic Publishing
Elementary School Students
Elementary School Teachers
English
Focus Groups
Foreign Countries
Internet
Learning Strategies
Metacognition
Observation
Portfolios (Background Materials)
Quebec (Montreal)
Questionnaires
Reflection
Self Management
Student Attitudes
Studies
Teacher Attitudes
Teaching Methods
Quebec Canada
Canada (Montreal)
Online AccessGet full text

Cover

More Information
Summary:At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios (EPs), describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions. Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec. Student and teacher post-test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to be emerging skills among students. Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to. Focus groups also revealed the challenges of using portfolios to teach children to self-regulate. And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self-regulation.
ISSN:1499-6677