The effects of ePortfolio-based learning model on student self-regulated learning

Abstract

Self-regulated learners are aware of their knowledge and skills and proactive in learning. They view learning as a controllable process and accept more responsibility for the results of this process. The research described in this article proposes, implements, and evaluates an ePortfolio-based self-regulated learning model. An ePortfolio system was developed based on self-regulated learning theories. This ePortfolio system was used in designing a learning model for fostering self-regulated learning in higher education. Two surveys were conducted with the Motivated Strategies for Learning Questionnaire at the beginning and at the end of the courses. The differences in Motivated Strategies for Learning Questionnaire scales between pre-test and post-test, or control group and experimental group were evaluated. The trace data of learning activity were also analyzed to evaluate the effects of the learning model on students’ self-regulated learning. The results show that students implemented self-regulated learning processes, and their intrinsic goal orientation, metacognitive self-regulation, effort regulation, elaboration, rehearsal, and critical thinking improved after applying ePortfolio-based learning model in the courses. In conclusion, the ePortfolio system and the proposed learning model had positive effects on students’ self-regulated learning skills.