E-PORTFOLIOS ENHANCING STUDENTS’ SELF-DIRECTED LEARNING: A SYSTEMATIC REVIEW OF INFLUENCING FACTORS

5 Jan

Steeds vaker wordt er in het onderwijs gebruik gemaakt van e-portfolio’s om de ontwikkeling van de professionele vaardigheden van studenten te meten. Kunnen e-portfolio’s echter ook worden ingezet om de algemene competenties, zoals bijvoorbeeld zelfregulerend leren, in beeld te brengen? Onder welke voorwaarden gebeurt dit dan het best? Een recente studie (Beckers et al., 2016) tracht hierop een antwoord te formuleren

De voornaamste conclusies werden door Jeroen van Merriënboer, co-auteur van het onderzoek, hier samengevat:

First of all, the e-portfolio should not only offer the opportunity to collect information on professional competencies, but also be designed to facilitate the setting of learning goals, the planning of learning activities, and the self-assessment of performance.  Moreover, students should be given increasingly more responsibility over these SDL processes (i.e., scaffolding). Second, teachers must be trained to help students make good use of their e-portfolios, and their use should be well aligned with institutional policies. Third, it is essential that the use of the portfolio is seamlessly integrated in the educational activities. It should not be something ‘extra’ but be a regular part of the daily routines. Fourth, e-portfolios require complementary coaching by a teacher. Effects on the development of SDL skills are mainly found when e-portfolios are used as a basis for coaching sessions in which student and teacher together reflect on what has been done, formulate points of improvement, and plan future learning. Finally, there are practical considerations. For example, students must have allotted time to keep their e-portfolio and have easy access to it. Situations in which all conditions are met, and in which e-portfolios can indeed contribute to the development of SDL skills, still seem to be rare. Yet, there seems to be plenty of room for improvement and the full potential of e-portfolios has not yet been reached.” (bron: https://www.maastrichtuniversity.nl/nl/news-events/newsletters/article/tA4gnpv6D%20zfhvaYKGGJMw)

Abstract van het onderzoek:

e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate the development of these skills. We conducted a systematic review aimed at identifying and understanding influences on the development of self-directed learning with an e-portfolio. Inclusion criteria were used to select recent, high quality studies that focused on e-portfolios and reported an influence on self-directed learning. There were 17 articles that met the inclusion criteria. Institutional factors, curriculum factors, learning process factors, personal factors, and portfolio factors were identified. Portfolios are used most effectively when faculty development aimed at supervising self-directed learning skills development is provided, when the portfolio is integrated into the educational routine, when teachers coach students regularly, when scaffolding is applied to increase motivation, and when the portfolio is designed to facilitate at least goal-setting, task-analysis, plan implementation, and self-evaluation.

DOI: http://dx.doi.org/10.14742/ajet.2528

Het volledige artikel kun je hier raadplegen.

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