Is a-portfolio effective on learner's reflection? : The perceived medium effects of learning portfolio on learner's reflection

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Other Title
  • eポートフォリオは省察に有効か？ : ポートフォリオの媒体の違いが学習者の主観的効果に与える影響の分析
  • eポートフォリオ ワ セイサツ ニ ユウコウ カ? : ポートフォリオ ノ バイタイ ノ チガイ ガ ガクシュウシャ ノ シュカンテキ コウカ ニ アタエル エイキョウ ノ ブンセキ

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Abstract

Higher educational organizations are required to improve educational quality recently in order to faster active life-long learners, and take several educational methods for that purpose such as the establishment of learning support out of class settings for active learning. Portfolio, in particular, e-portfolio is one of the helpful tools to promote the reflecting and planning of learner's learning outcome, which play an important role in the promotion of active learning. £-portfolio allows learner to store, manage, access, and maintain their learning outcome using electric devices, on the other hand, it has the functional limitations such as handwriting and annotations. However, the difference of learner's perceived effects on their learning is under the discussion, due to the lack of the findings about comparative research between e-portfolio types. This research aims to investigate the differences of the learner's perceived effects on their learning with between paper-based and e-portfolios. The findings reveal that paper-based portfolio was more effective than e-portfolio, in terms of the instructor's presence and the perceived ease of the access to the feedback from instructors. The perceived effects of e-portfolio in terms of the management and access ware superior to that of paper-based portfolio.

Journal

  • 基幹教育紀要

    基幹教育紀要 2 61-72, 2016-03-30

    Faculty of Arts and Science, Kyushu Unieversity

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