SELF-REGULATED LEARNING THROUGH ePORTFOLIO: A META-ANALYSIS
DOI:
https://doi.org/10.32890/mjli2021.18.1.6Keywords:
Self-regulated learning, ePortfolio, meta-analysis.Abstract
Purpose: Self-regulated learning (SRL) has been established in the literature as beneficial for students in language learning. It is believed that SRL promotes learner autonomy and successful academic outcomes. Although SRL strategies are quite popular and heavily researched, their functionality through the medium of ePortfolio is uncertain. Therefore, this research analysed how SRL contributes to positive academic outcomes with ePortfolio as a medium.
Methodology: A meta-analysis was carried out to identify the patterns and gaps in this research area. A total of 204 studies were identified based on a keyword search related to SRL and portfolio. These studies were further analysed to fit the criteria set for this research. Only nine studies fulfilled these criteria and were thus selected for the study.
Findings: It was found that all nine studies included in this review emphasised different research methods and reported significant changes in students’ academic outcomes. Eight of the studies were quantitative in nature, while only one study was qualitative. Based on our interpretive findings, three themes were discovered, namely metacognition, collaboration and motivation.
Significance: By clarifying the roles played by SRL and how ePortfolio as a tool can promote SRL, this study offers insights to those who wish to use ePortfolio as a medium to foster self-regulated learning. The results of the meta-analysis may also help researchers to explore this area of study and address research gaps in relatable contexts.
Metrics
Metrics Loading ...
References
Abrami, P. C., & Barrett, H. (2005). Directions for research and development on
electronic portfolios. Canadian Journal of Learning and Technology, 31(3),
1–15.
Abrami, P. C., Wade, A., Pillay, V., Aslan, O., Bures, E. M., & Bentley, C. (2008). Encouraging self-regulated learning through the electronic portfolio. Retrieved from http://www.ccl-cca.ca/NR/rdonlyres/41FA3A88-49DD-41B4-9D39- 629EE5E1DAFF/0/AbramiFinalReportSL2006doc.pdf
Acker, S. R., & Halasek, K. (2008). Preparing high school students for college-level writing: using ePortfolio to support a successful transition. The Journal of General Education, 57(1), 1–14. doi.org/10.1353/jge.0.0012
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207–245. DOI:10.3102/0034654310368803
Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia - Social and Behavioral Sciences, 2(2), 3048–3054. doi.org/10.1016/j.sbspro.2010.03
Aregu, B. B. (2013). Enhancing self-regulated learning in teaching spoken communication: Does it affect speaking efficacy and performance? Electronic Journal of Foreign Language Teaching, 10(1), 96–109.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behaviour and Human Decision Processes, 50(2), 248–287.
Banks, B. (2004). e-Portfolios : Their Use and Benefits. Retrieved from http://www.eife-l.org/publications/eportfolio/documentation/doc/fd
Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61–80.
Barrett, H. C. (2006). Using electronic portfolios for formative/classroom-based assessment. Classroom Connect Connected Newsletter, 13(2). Retrieved from http://electronicportfolios.com/portfolios/ConnectedNewsletter.pdf
Baxter, P., & Jack, S. (2008). The qualitative report qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–599. https://doi.org/citeulike-article-id:6670384
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77. doi.org/10.1598/RT.61.1.7
Bekri, R., Ruhizan, M. Y., Norazah, M. N., Nur, F.A., Y., & Ashikin, H.T. (2013). Development of Malaysia skills certificate e-portfolio: A conceptual framework. Procedia - Social and Behavioral Sciences, 103, 323–329. doi.org/10.1016/j.sbspro.2013.10.340
Berger, J. L., & Karabenick, S. A. (2016). Construct validity of self-reported metacognitive learning strategies. Educational Assessment, 21(1), 19–33.
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Malatesha, J. R. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. Reading Teacher, 61(1), 70–77.
Bowman, J., Lowe, B., Sabourin, K., & Sweet, C. (2016). The use of ePortfolios to support metacognitive practice in a first-year writing program. International Journal of ePortfolio, 6(1), 1–22.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Buzzetto-More, N. (2006). The e-Learning and business education paradigm: Enhancing education, assessment and accountability. In Proceedings of the Maryland Business Education Association Conference. Ocean City, MD.
Chang, C. (2008). Enhancing self-perceived effects using Web-based portfolio assessment. Computers in Human Behavior, 24(4), 1753–1771. DOI:10.1016/j.chb.2007.07.005
Chang, C. C., Liang, C., & Chen, Y. H. (2013). Is learner self-assessment reliable and valid in a web-based portfolio environment for high school students? Computers & Education, 60(1), 325–334.doi: 10.1016/j.compedu.2012.05.012.
Cheng, G., & Chau, J. (2013). Exploring the relationship between students’ self-regulated learning ability and their ePortfolio achievement. Internet and Higher Education, 17(1), 9–15. https://doi.org/10.1016/j.iheduc.2012.09.005.
Cohen, A. D., & Griffiths, C. (2015). Revisiting LLS research 40 years later. Tesol
Quartely, 49, 414-429. doi:10.1002/tesq.22
Cole, D. J., Ryan, C. W., & Kick, F. (1995). Portfolios across the curriculum and beyond. Thousand Oaks, CA: Corwin Press, Inc.
Collins, N. (2009). Motivation and self-regulated learning: Theory, research, and applications (review). The Journal of Higher Education, 80(4), 476–479. DOI:10.1353/jhe.0.0057
Cordier, R., McAuliffe, T., Wilson, N. J., Totino, R., Dender, A., Smith, C., & Stephens, M. (2016). The appropriateness and feasibility of an online e-Portfolio for assessment of undergraduate allied health students. Australian Occupational Therapy Journal, 63(3), 154–163.
Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Driessen, E. W., Muijtjens, A. M., Van Tartwijk, J., & Van der Vleuten, C. P. (2007). Web- or paper-based portfolios: Is there a difference? Medical Education, 41(11), 1067–1073. doi.org/10.1111/j.1365-2923.2007.02859.x
Dewey, J. (1938). Experience and education. New York: Macmillan.
Farr, R., & Tone, B. (1994). Portfolio performance assessment: Helping students evaluate their progress as readers and writers. (J. Beckham, Ed.) New York: Harcourt Brace & Company.
Flavell, J. H. (1976). Metacognitive aspects of problem-solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Lawrence Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911 .doi.org/10.1037/0003-066X.34.10.906
Flavell, J. H. (1985). Cognitive development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Flavell, J. H., & Wellman, H. (1977). Metamemory. In R.V. Kail & J. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3–33). Hillsdale, NJ: Erlbaum.
Ghosh, R. (2003). Development and evaluation of a portfolio assessment package for year five local studies (Doctoral dissertation, Universiti of Malaya, Kuala Lumpur, Malaysia). Retrieved from http://studentsrepo.um.edu.my/3050/
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
Goldsmith, D. J. (2007). Enhancing learning and assessment through e-portfolios: A collaborative effort in Connecticut. New Directions for Student Services, 119, 31–42. DOI: 10.1002/ss.247
Gonzalez, A. M. (2013). Six principles of self-regulated learning: Developing self-regulated language learners (Master’s thesis, BYU Scholars Archive). Retrieved from https://scholarsarchive.byu.edu
Griffith, P. L., & Ruan, J. (2005). What is metacognition, and what should be its role in literacy instruction? In S. E. Israel, C. C. Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 3–18). Mahwah, NJ: Lawrence Erlbaum Associates.
Hardman, J., & A-Rahman, N. (2014). Teachers and the implementation of a new English curriculum in Malaysia. Language, Culture and Curriculum, 27(3), 260–277. https://doi.org/10.1080/07908318.2014.980826
Hasim, Z., De Luca, R. & Bell, B. (2011). Issues and challenges of using web blogs as a medium for research communication. Waikato Journal of Education, 16(1), 143–150.
Kinash, S., Wood, K., & McLean, M. (2012). The whys and why nots of ePortfolios. Learning and teaching papers. http://epublications.bond.edu.au/tls/44
Kuczenki, J. A., & Araj, E. S. (2016, June). A comparison of paper vs electronic (portfolio) notebooks for engineering design projects. Paper presented at ASEE 123rd Conference and Exposition, New Orleans LA.
Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural theory and second language development. In B. van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 207–226). New York: Routledge.
Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The effect of self-regulation learning strategies training on academic motivation and self-efficacy. Procedia - Social and Behavioral Sciences, 29, 627–632. https://doi.org/10.1016/j.sbspro.2011.11.285
Lim, T. D. (2013). Analyzing Malaysian English classrooms: Reading, writing, speaking and listening teaching strategies (Unpublished Master’s thesis). University of Washington, USA.
Lipsey, M. W., & Wilson, D. B. (2001). Applied social research methods series; Vol. 49. Practical meta-analysis. Thousand Oaks, CA: Sage Publications.
Lorenzo, G., & Ittelson, J. (2005). An overview of e-portfolios. Educause Learning Initiative, 1–27.
Lutfi, D. (2015). The realm of self-regulated learning (SRL): an examination of SRL in an elementary classroom setting and its relevancy to trends in our current curricula (Honour’s thesis). Retrieved from http://stars.library.ucf.edu
Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia - Social and Behavioral Sciences, 98, 1062–1068. https://doi.org/10.1016/j.sbspro.2014.03.517
Meyer, E. J., Abrami, P. C., Wade, A., & Scherzer, R. (2011). Electronic portfolios in the classroom: Factors impacting teachers’ integration of new technologies and new pedagogies, Technology, Pedagogy and Education, 20(2), 191–207, DOI: 10.1080/1475939X.2011.588415
Meyer, E. J., Abrami, P. C., Wade, C. A., Aslan, O., & Deault, L. (20
electronic portfolios. Canadian Journal of Learning and Technology, 31(3),
1–15.
Abrami, P. C., Wade, A., Pillay, V., Aslan, O., Bures, E. M., & Bentley, C. (2008). Encouraging self-regulated learning through the electronic portfolio. Retrieved from http://www.ccl-cca.ca/NR/rdonlyres/41FA3A88-49DD-41B4-9D39- 629EE5E1DAFF/0/AbramiFinalReportSL2006doc.pdf
Acker, S. R., & Halasek, K. (2008). Preparing high school students for college-level writing: using ePortfolio to support a successful transition. The Journal of General Education, 57(1), 1–14. doi.org/10.1353/jge.0.0012
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80, 207–245. DOI:10.3102/0034654310368803
Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia - Social and Behavioral Sciences, 2(2), 3048–3054. doi.org/10.1016/j.sbspro.2010.03
Aregu, B. B. (2013). Enhancing self-regulated learning in teaching spoken communication: Does it affect speaking efficacy and performance? Electronic Journal of Foreign Language Teaching, 10(1), 96–109.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behaviour and Human Decision Processes, 50(2), 248–287.
Banks, B. (2004). e-Portfolios : Their Use and Benefits. Retrieved from http://www.eife-l.org/publications/eportfolio/documentation/doc/fd
Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61–80.
Barrett, H. C. (2006). Using electronic portfolios for formative/classroom-based assessment. Classroom Connect Connected Newsletter, 13(2). Retrieved from http://electronicportfolios.com/portfolios/ConnectedNewsletter.pdf
Baxter, P., & Jack, S. (2008). The qualitative report qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–599. https://doi.org/citeulike-article-id:6670384
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70–77. doi.org/10.1598/RT.61.1.7
Bekri, R., Ruhizan, M. Y., Norazah, M. N., Nur, F.A., Y., & Ashikin, H.T. (2013). Development of Malaysia skills certificate e-portfolio: A conceptual framework. Procedia - Social and Behavioral Sciences, 103, 323–329. doi.org/10.1016/j.sbspro.2013.10.340
Berger, J. L., & Karabenick, S. A. (2016). Construct validity of self-reported metacognitive learning strategies. Educational Assessment, 21(1), 19–33.
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Malatesha, J. R. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. Reading Teacher, 61(1), 70–77.
Bowman, J., Lowe, B., Sabourin, K., & Sweet, C. (2016). The use of ePortfolios to support metacognitive practice in a first-year writing program. International Journal of ePortfolio, 6(1), 1–22.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Buzzetto-More, N. (2006). The e-Learning and business education paradigm: Enhancing education, assessment and accountability. In Proceedings of the Maryland Business Education Association Conference. Ocean City, MD.
Chang, C. (2008). Enhancing self-perceived effects using Web-based portfolio assessment. Computers in Human Behavior, 24(4), 1753–1771. DOI:10.1016/j.chb.2007.07.005
Chang, C. C., Liang, C., & Chen, Y. H. (2013). Is learner self-assessment reliable and valid in a web-based portfolio environment for high school students? Computers & Education, 60(1), 325–334.doi: 10.1016/j.compedu.2012.05.012.
Cheng, G., & Chau, J. (2013). Exploring the relationship between students’ self-regulated learning ability and their ePortfolio achievement. Internet and Higher Education, 17(1), 9–15. https://doi.org/10.1016/j.iheduc.2012.09.005.
Cohen, A. D., & Griffiths, C. (2015). Revisiting LLS research 40 years later. Tesol
Quartely, 49, 414-429. doi:10.1002/tesq.22
Cole, D. J., Ryan, C. W., & Kick, F. (1995). Portfolios across the curriculum and beyond. Thousand Oaks, CA: Corwin Press, Inc.
Collins, N. (2009). Motivation and self-regulated learning: Theory, research, and applications (review). The Journal of Higher Education, 80(4), 476–479. DOI:10.1353/jhe.0.0057
Cordier, R., McAuliffe, T., Wilson, N. J., Totino, R., Dender, A., Smith, C., & Stephens, M. (2016). The appropriateness and feasibility of an online e-Portfolio for assessment of undergraduate allied health students. Australian Occupational Therapy Journal, 63(3), 154–163.
Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Driessen, E. W., Muijtjens, A. M., Van Tartwijk, J., & Van der Vleuten, C. P. (2007). Web- or paper-based portfolios: Is there a difference? Medical Education, 41(11), 1067–1073. doi.org/10.1111/j.1365-2923.2007.02859.x
Dewey, J. (1938). Experience and education. New York: Macmillan.
Farr, R., & Tone, B. (1994). Portfolio performance assessment: Helping students evaluate their progress as readers and writers. (J. Beckham, Ed.) New York: Harcourt Brace & Company.
Flavell, J. H. (1976). Metacognitive aspects of problem-solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Lawrence Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911 .doi.org/10.1037/0003-066X.34.10.906
Flavell, J. H. (1985). Cognitive development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Flavell, J. H., & Wellman, H. (1977). Metamemory. In R.V. Kail & J. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3–33). Hillsdale, NJ: Erlbaum.
Ghosh, R. (2003). Development and evaluation of a portfolio assessment package for year five local studies (Doctoral dissertation, Universiti of Malaya, Kuala Lumpur, Malaysia). Retrieved from http://studentsrepo.um.edu.my/3050/
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315
Goldsmith, D. J. (2007). Enhancing learning and assessment through e-portfolios: A collaborative effort in Connecticut. New Directions for Student Services, 119, 31–42. DOI: 10.1002/ss.247
Gonzalez, A. M. (2013). Six principles of self-regulated learning: Developing self-regulated language learners (Master’s thesis, BYU Scholars Archive). Retrieved from https://scholarsarchive.byu.edu
Griffith, P. L., & Ruan, J. (2005). What is metacognition, and what should be its role in literacy instruction? In S. E. Israel, C. C. Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 3–18). Mahwah, NJ: Lawrence Erlbaum Associates.
Hardman, J., & A-Rahman, N. (2014). Teachers and the implementation of a new English curriculum in Malaysia. Language, Culture and Curriculum, 27(3), 260–277. https://doi.org/10.1080/07908318.2014.980826
Hasim, Z., De Luca, R. & Bell, B. (2011). Issues and challenges of using web blogs as a medium for research communication. Waikato Journal of Education, 16(1), 143–150.
Kinash, S., Wood, K., & McLean, M. (2012). The whys and why nots of ePortfolios. Learning and teaching papers. http://epublications.bond.edu.au/tls/44
Kuczenki, J. A., & Araj, E. S. (2016, June). A comparison of paper vs electronic (portfolio) notebooks for engineering design projects. Paper presented at ASEE 123rd Conference and Exposition, New Orleans LA.
Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural theory and second language development. In B. van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 207–226). New York: Routledge.
Lavasani, M. G., Mirhosseini, F. S., Hejazi, E., & Davoodi, M. (2011). The effect of self-regulation learning strategies training on academic motivation and self-efficacy. Procedia - Social and Behavioral Sciences, 29, 627–632. https://doi.org/10.1016/j.sbspro.2011.11.285
Lim, T. D. (2013). Analyzing Malaysian English classrooms: Reading, writing, speaking and listening teaching strategies (Unpublished Master’s thesis). University of Washington, USA.
Lipsey, M. W., & Wilson, D. B. (2001). Applied social research methods series; Vol. 49. Practical meta-analysis. Thousand Oaks, CA: Sage Publications.
Lorenzo, G., & Ittelson, J. (2005). An overview of e-portfolios. Educause Learning Initiative, 1–27.
Lutfi, D. (2015). The realm of self-regulated learning (SRL): an examination of SRL in an elementary classroom setting and its relevancy to trends in our current curricula (Honour’s thesis). Retrieved from http://stars.library.ucf.edu
Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners. Procedia - Social and Behavioral Sciences, 98, 1062–1068. https://doi.org/10.1016/j.sbspro.2014.03.517
Meyer, E. J., Abrami, P. C., Wade, A., & Scherzer, R. (2011). Electronic portfolios in the classroom: Factors impacting teachers’ integration of new technologies and new pedagogies, Technology, Pedagogy and Education, 20(2), 191–207, DOI: 10.1080/1475939X.2011.588415
Meyer, E. J., Abrami, P. C., Wade, C. A., Aslan, O., & Deault, L. (20
Additional Files
Published
31-01-2021
How to Cite
Segaran, M. K., & Hasim, Z. (2021). SELF-REGULATED LEARNING THROUGH ePORTFOLIO: A META-ANALYSIS. Malaysian Journal of Learning and Instruction, 18(1), 131–156. https://doi.org/10.32890/mjli2021.18.1.6
Issue
Section
Articles
