Abstract
<p>This paper presents the effect on reflective learning strategies towards the implementation of e-Portfolio to enhance learner higher order thinking skills. The purpose of the study was to examine the learner’s higher order thinking skills that focus on four factors which is research skills, analytical ability, creativity and problem-solving after the implementation of e-Portfolio in their learning. Initially, this paper was conducted a study with a total number of twenty-four students as a small group evaluation. The qualitative analysis was explored four factors which involved (1) research skills (2) analytical ability (3) creativity and (4) problem-solving to investigate the practicality of e-Portfolio in reflecting their learning. The findings were reported that learners reflective learning has a significant effect to create a self-confident, self-directed and retain their motivation at higher level. Reflective learning strategies will enforce the learner in gaining their interest in learning. The integration of e-Portfolio and reflective learning strategies will create an opportunity to enhance higher order thinking skills in teaching and learning for higher education environment.</p>
Highlights
It needs to be accentuated that learning e-Portfolio is not solely dependent on a set of objectives which are justified by an agreement and dependent on practices that engage learners reflect on their actions during the art-making process
E-Portfolio is most beneficial in fostering active learning, enabling dialogues, encouraging cooperation between learners and instructors, providing valid and authentic assessment tasks that are related to the art and humanities curriculum, and imparting respect of the voices and personal styles in individuals (Torres Pereira de Eca, 2005)
It is worth highlighting that e-Portfolio should be designed to link learners’ higher order thinking skills with exchange of reflection of ideas and feedbacks (Lorenzo & Ittleson, 2005)
Summary
It needs to be accentuated that learning e-Portfolio is not solely dependent on a set of objectives which are justified by an agreement and dependent on practices that engage learners reflect on their actions during the art-making process. E-Portfolio is most beneficial in fostering active learning, enabling dialogues, encouraging cooperation between learners and instructors, providing valid and authentic assessment tasks that are related to the art and humanities curriculum, and imparting respect of the voices and personal styles in individuals (Torres Pereira de Eca, 2005). It is worth highlighting that e-Portfolio should be designed to link learners’ higher order thinking skills with exchange of reflection of ideas and feedbacks (Lorenzo & Ittleson, 2005). Reflection enables students to gain knowledge to become refined and differentiated gradually
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