[PENDING] THE CASE OF AN EPORTFOLIO BASED SELF-REGULATED LEARNING (EPSRL) APPROACH FOR ADVANCING ACADEMIC ACHIEVEMENT

Study#3: The number of subjects (n), the mean (M) and the Standard Deviation (SD) of ePortfolio-based Self-Regulated Learning Rubric. The number of subjects (n), the mean (M) and the standard deviation (SD) of ePortfolio-based Self-Regulated Learning Rubric.

Introduction

Motivation and Problem Statement

Recent studies recognize that there are different factors that contribute to academic achievement and success (Ning & Downing, 2015). When designing the learning environment, it is important to examine the predictors that contribute to high academic performance.

State of the Art

In other words, this study envisages examining a set of benefits that can be considered as predictors of academic achievement and SRL practice throughout the ePortfolio intervention. A set of benefits that can be seen as predictors of academic achievement and SRL practice throughout the ePortfolio intervention.

Purpose of the Study

The purpose of the present research is to design and create a conceptual framework for the ePortfolio construction process based on the self-regulated learning model (ePortfolio-Based Self-Regulated Learning (ePSRL) approach). Third, the effect of the ePortfolio intervention on self-regulated learning was investigated in three studies.

Research Objectives and Questions

RQ3- Did an e-portfolio-based self-regulated learning (ePSRL) intervention in higher education help students' metacognitive practice of SRL processes. RQ3.1- What is the opinion of the students about the ePortfolio-Based Self-Regulated Learning (ePSRL) intervention on SRL processes.

Significance of the Study

This study argues that exploring students' perceptions of their SRL skills and their correlations with their academic achievement through ePortfolio implementation contributes to the adoption of e-learning systems in organizations. The results can provide an empirical infrastructure so that wider implementations of the ePortfolio can be ensured to increase SRL skills and academic achievement.

Methodology

For the needs of this research, I have used quantitative and qualitative approaches simultaneously during the study. I emphasized the convergent parallel design, where the analysis and exploration of the research problem is mediated by the quantitative and qualitative approaches (Ponce & Pagán-Maldonado, 2015; Creswell & Plano Clark, 2011; Teddlie & Tashakkori, 2009) (Figure 3) ).

Operational Definitions

Cognitive processes consist of actions for planning, organizing, self-teaching, self-monitoring, and self-evaluation of student performance. Affective processes consist of actions for planning, organizing, self-monitoring and self-evaluation of the student's affective state.

Literature Review

From Portfolios to ePortfolios

Types and Purposes of ePortfolios
The artifacts of ePortfolios (characteristics)

It is argued that e-portfolio creation can be a useful approach for authentic professional development (Kilbane and Milman, 2017; Young & Lipczynski, 2007). Presentation/Showcase ePortfolios are public relations tools that can be used to showcase skills and abilities of individuals.

This process emphasizes the use of multimedia and celebrates learning through the ePortfolio development. Explanation of the purpose: There must be an explanation of the purpose according to the learning context.

Integrating ePortfolio-based Learning into Higher Education

Challenges of ePortfolio-based Learning
ePortfolio-based Assessment

Specifically, ePortfolio-based assessment can be seen as an interesting approach that provides reliable results (Oskay, Schallies and Morgil, 2008). For this, a large number of assessors (teachers, external evaluators, expert peers) are proposed who can be trained and provide accurate ratings.

Classification of ePortfolio platforms

ePortfolios and Social Media in Higher Education
The Open Source Social Networking Engine: ELGG

Open Source ePortfolios are based on source code that is adaptable for modification or distribution. The ePortfolio system used in this research was based on Elgg, an open source social networking engine. In 2010, 'Thematic Networks' bought Curverider and the Elgg project was given to 'The Elgg Foundation' (Figure 12).

ELGG is an open source social networking engine available under version 2 of the GNU General Public License (GPLv2) (including the framework and a set of plug-ins) and the MIT License (without the plug-ins) (The Elgg Foundation, 2014).

Self-Regulated Learning

The vision of the Conceptual Framework (Version 1) is to highlight the nature of SRL as a stable construct (aptitude) that evolves into a more dynamic process (event). The ePortfolio system (version 1) includes a set of features (Figure 19): a setting and a dashboard panel, a profile section where users can create, change, delete and manage their self-identity, communication tools (messaging, groups, wire, friends) and personal workspace (pages). The ePortfolio system (version 2), namely the ePSRL system, includes a set of updated features and tools that inform users about content statistics and management features (Figure 22).

The 14% of students admitted that the ePortfolio construction process supported their academic and career path.

Models of Self-Regulated Learning

The general model of Self-Regulated Learning
The cyclical model of Self-Regulated Learning
Other Self-Regulated Learning Models

The cyclical Self-Regulatory Model for Study Skill instruction: Zimmerman,
The Information Processing Model of SRL: Winne and Hadwin
The Adaptable Learning Model of SRL: Boekaerts
The Process-oriented Model of Metacognition: Borkowski, Chan, Muthukrishna
The process model of self-regulated learning: Schmitz
Metacognitive Affective Model of SRL (MASRL model): Efklides

Towards a multidimensional Self-Regulated Learning Model

Processes of Self-Regulated Learning: A Holistic Approach
Self-Regulated Learning Assessment Measures

It has been argued that self-efficacy can be an important predictor of a student's choice of activities, efforts, and actions (Bandura, 1997; Pajares, 1996; Zimmerman, 1989). The most powerful self-observation technique is believed to be the use of self-recording (Zimmerman & Paulsen, 1995). It is emphasized that self-monitoring is a covert aspect of self-observation and supports the learner's self-belief and mediates strategic change.

In this context, the use of different assessment measures is proposed to capture the regulatory constructs of the model.

Supporting Self-Regulated Learning in ePortfolios

For this, it is proposed to select different measurements that can capture specific variables and aspects of SRL processes. It is argued that e-portfolios are related to the student's ability to self-regulate his/her learning and increase competencies, skills and abilities (Wade, Abrami & . Sclater, 2005). Also, it is argued that the e-portfolio process allows students to think critically and act.

It should be noted that further research should focus on developing a conceptual framework to promote SRL processes (Ge, 2013) and investigate the effects of SRL on ePortfolio achievement (Cheng & Chau, 2013).

Intervention Programs for developing SRL Skills

Intervention programs that attempt to support SRL, taking into account learner, context and subject interactions. Intervention programs that attempt to teach students how to follow the cyclical process of SRL and use regulatory processes in academic tasks. This category represents intervention programs that focus on training students to become familiar with the SRL cycle, learn the SRL processes that precede, organize, and evaluate learning in context (e.g., writing, math, studying) (Cleary and Zimmerman, 2012).

Overall, SRL as a conceptual framework can serve as a foundation that can guide future research to deliver intervention programs that encompass the cyclical three phases of SRL and measure the changes of the SRL processes as they occur using microanalytical SRL protocols ( Cleary and Zimmerman, 2012).

Methodology

Background

Purpose of the Research

Research Questions

RQ2.1- Are ePortfolio assessment results consistent between different assessors (independent instructor-external assessor-) (ie inter-rater reliability). RQ2.2- Are there significant differences between the four criteria/dimensions of e-portfolio (i.e. e-portfolio purpose, artifact repository, reflection in action and e-portfolio usability characteristics). RQ3.2- Are there significant differences between low and high achievers in terms of SRL procedures.

Participants and context

The sample was first-year students (One-Group Only Research) who voluntarily enrolled to acquire new knowledge and enriched experiences through the implementation of the ePortfolio Project. Students were in their third year of studies and assigned to the intervention to achieve their academic and career aspirations through the process of implementing an ePortfolio Project. On the other hand, students assigned to the control group (NC=53) structured their e-portfolio only by following basic workshop instructions.

The sample of the study volunteered to gain new knowledge and enriched experiences through the implementation of the ePortfolio project.

Research Design

Generic skills (e.g. self-regulated learning skills) can be developed by drawing students' attention to the benefits of monitoring, evaluating and managing their own learning experience (Tsai, 2013) through the curriculum and specifically through the use of an electronic portfolio (ePortfolio). (Abidin, Uden & Alias, 2013). This means that this research should focus on the design of an ePortfolio-based system for self-regulated learning (ePSRL) within higher education and investigate the effects of SRL (cognitive, affective, behavioral and contextual processes) and academic performance. The vision of this research is to develop and test the ePortfolio-based Self-Regulated Learning System (ePSRL) for higher education, in order to support students (future graduates) in improving their general skills (e.g. skills in self-regulated learning) to manage their skills. academic and career path.

Furthermore, in the prototyping stage, I tried to implement the ePortfolio intervention within HE and investigate the effects of SRL (cognitive, affective, behavioral and contextual processes) on academic performance and ePortfolio experience.

Data Collection and Analysis

Our goal was to measure the degree of achievement on the continuum of learning outcomes throughout the ePortfolio construction process. The Reflection Activity' consists of open-ended questions that measure the effects of SRL processes across the phases of the ePortfolio system. At the end of the experimental procedure, students and peers evaluated the content and results of the ePortfolio.

At the end of the experimental process, we examined the participants' written reflections on the design of the ePortfolio system.

Validity and Reliability of the Research

The purpose of this tool is to record students' perceptions of the ePortfolio process and the levels of satisfaction/dissatisfaction. The closer Cronbach's alpha coefficient is to 1.0, the greater the internal consistency of the items in the scale. The ePortfolio rubric aims to measure ePortfolio performance and consists of four criteria/dimensions: ePortfolio Purpose, Artifact Repository, Reflection in Action and ePortfolio Usability Features.

An ICC consistency analysis was also conducted for the ePortfolio performance criteria: ePortfolio Goal, Artifacts Repository, Reflection in Action, and ePortfolio Usability Features.

Description of the ePortfolio System

Prototype Stage-Description of the ePortfolio System (Version 1)

Designing the Conceptual Framework (Version 1)
Designing the ePortfolio System (Version 1)

Prototype Stage-Description of the ePortfolio System (version 2): The ePortfolio based

Re-designing the Conceptual Framework: ePortfolio-based Self-Regulated
Designing the ePortfolio-based Self-Regulated Learning (ePSRL) system (Version

Thus, the conceptual framework and the ePortfolio system (v.2) are designed and tested in studies 2 and 3 (prototype stage - iterations 2-3). Have students design a sitemap to showcase their academic and career profile through the ePortfolio system. Activity 25 'E-Portfolio Self-Assessment' asks the learner to assess his/her performance throughout the implementation of the e-Portfolio.

The ePortfolio system guides learners to enter the learning journey and reinforce SRL processes through the ePSRL approach.

Working Definitions

Additionally, the ePSRL System (v.2) supports instructors in guiding and managing students during their engagement with the ePSRL approach. The instructor can create a specific learning path of the ePSRL approach and assign artifacts to students. The ePortfolio intervention was intended for participants (Study1, Study2-Experimental, and Study3) who followed a structured process and became involved in specific activities to structure and evaluate their ePortfolio, as well as for participants (Study 2-Control) who completed their ePortfolio only structured according to the basic guidelines of workshops.

This study designed an evaluation rubric to assess participants' level of satisfaction with the proposed ePortfolio intervention.

An overview of the studies

Study#1

Purpose of Study#1
Study#1: Research Questions
Research Design
Participants
Experimental Design and Procedure
Results

Reliability Analysis for quantitative data (RQ1)
Research Question 1- Quantitative Analysis
Research Question 1- Qualitative Analysis

Study#2

Study#2: Research Questions
Research Design
Participants
Results

The experimental group is registered in the ePortfolio system and followed the SRL phases in the context of the ePSRL approach. 36% of the experimental group and 34% of the control group admitted that they would like to provide and maintain an ePortfolio. 28% of the experimental group indicated that they participated in the intervention to enhance academic and career development.

The results indicate that the experimental group appears to have had a significant increase on the first levels of the learning outcomes continuum.

Study#3

Research Question
Research Design
Participants
Results

Main Findings

Analyzing Participants’ Profile

RQ1 – Data Analysis

Discussion and Conclusions

Main Findings

Limitations and Future Research Directions

Conclusions

Implications of the Study

Theoretical Implications
Practical Implications for faculty and educators
Practical Implications for instructional designers, designers of training materials and
Practical Implications for technology specialists