The relationship between self regulated learning and the use of online portfolios

Year: 2013

Author: Sasai, Lalida, Chapman, James, Kearney, Alison, Mentis, Mandia

Type of paper: Abstract refereed

The use of online portfolios is a growing phenomenon in education with research showing a range of benefits for both students and teachers (e.g., Abrami, 2009; Alexiou & Paraskeva, 2010). One aspect of current research into the use of online portfolios is the link to improved cognitive and metacognitive learning strategies. However, little research has been focused on students’ opinions towards their levels of SRL and their use of online portfolios. This study investigated the relationship between students’ self-regulated learning (SRL) and their perception of the usefulness of portfolios. The study examined the changes in SRL and perceptions of the usefulness of online portfolios over a year in high and low SRL students, and what factors had contributed to that change, particularly from the students’ perspective.
The investigation was carried out with 92 postgraduate students in a Specialist Teaching Program at Massey University, New Zealand. Quantitative (surveys) and qualitative data (open-ended items and interviews) were gathered. The findings show that during the year, scores on students’ SRL and their perceptions of the usefulness of portfolios increased at a similar rate for both high and low SRL students. Further, the findings showed three key factors that students attributed to their improved SRL. These were being able to set their own learning goals, being able to control their own learning, and being able to reflect on their learning. These findings are discussed in related to SRL and the use of online portfolios.