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Is Online Goal Setting Mechanisms Effective in Facilitating  Self-Regulated Learning for Computer Course? Web-based  Portfolio vis. Paper-based Portfolio Is Online Goal Setting Mechanisms Effective in Facilitating Self-Regulated Learning for Computer Course? Web-based Portfolio vis. Paper-based Portfolio HOT

BACKGROUND  

Goal  setting  is  one  of  the  essential  activities  in  the  procedure  of  web-based  portfolio assessment (WBPA). In order to achieve self-set goals, students regulate their own learning as time goes by. Accordingly, goal-setting facilitates self-regulated learning (SRL) and is an important  factor  that  affects  SRL.  Some  studies  confirmed  that  SRL  is  facilitated  by  goal setting. Actually, the portfolio itself shares features with SRL. Portfolios guide students during a learning process, and continuous self regulation is performed based on self-set goals. An e-portfolio is helpful to SRL. Consequently, goal setting mechanisms are obviously crucial. In addition,  Therefore,  how  online  goal  setting  mechanisms  can  be  implemented  with  the advantages of the Internet to enhance students’ SRL is an important issue. 

PURPOSE 

The purpose of the present study was to construct goal setting mechanisms in a web-based portfolio assessment system (WBPAS), based on the self-regulated learning (SRL) process proposed by Zimmerman, and to examine effects of these mechanisms on SRL. 

DESIGN/METHOD  

The participants were two classes of 11 th  graders taking the “Digital Data Processing” class in  a  vocational  high  school.  The  participants  were  assigned  randomly  to  either  an experimental group (n=40) learning with a WBPAS or a control group (n=41) learning with a paper-based  portfolio.  The  pretest-posttest  controlled  group  design,  an  approach  of  quasi-experimental research design, was conducted in the present study.  

RESULTS  

Both groups were significantly different in learning motivation, self-efficacy and subject value, and the experimental group had significantly higher scores in these three aspects than the control  group,  meaning  that  the  effect  of  WBPAS  on  SRL  was  greater  than  the  effect  of paper-based  portfolio.  Both  groups  were  significantly  different  in  self-judgment  (F=4.371, p<0.05), and the experimental group had significantly higher scores in overall self-judgment and self-judgment comparing with teacher criteria than the control group did, meaning that the effect of WBPAS on self-judgment was greater than the effect of paper-based portfolio. 

CONCLUSIONS  

The result revealed that the students setting learning goals with the WBPAS demonstrated significantly better SRL than students setting learning goals with the paper-based portfolio. The  goal  setting  mechanisms  in  the  WBPAS were  appropriate  to  curricula  that  require students  to  submit computerized works.  Hence,  in  order  to  avoid  a  bias  generalization, curricular  property, instructional  situation,  participants  and  students’  background  should be taken into consideration, if the study results were applied. This is exactly the limitation of the 

study. 

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Created 2016-11-02
Changed 2016-11-13
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Created by Lynette
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