SUPPORT AS A MEDIATOR OF THE IMPACT OF COGNITIVE LOAD ON STUDENTS' E-PORTFOLIO LEARNING OUTCOMES

被引：7
|
作者：
Lin, Chin-Hung [1 ]
Yang, Shu-Ching [2 ]
Lai, Chin-Chi [3 ]
机构：
[1] Chung Chou Univ Sci & Technol, Dept Informat Management, Taipei, Taiwan
[2] Aletheia Univ, Dept Accounting Informat, New Taipei City 25103, Taiwan
[3] Univ Tokyo, Dept Foreign Languages, Tokyo 1138654, Japan
来源：
SOCIAL BEHAVIOR AND PERSONALITY | 2013年 / 41卷 / 01期
关键词：
e-portfolio; learning outcomes; cognitive load; assessment; support; undergraduate students; COMMUNITY;
D O I：
10.2224/sbp.2013.41.1.17
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
In this study we analyzed the role that support plays in undergraduate students' learning processes in an e-portfolio context. Three categories of support were identified and used in this study: peer, instructional, and document support. Questionnaire data from 374 undergraduate students were collected and analyzed. Results indicate that support plays a mediating role in cognitive load and learning outcomes when e-portfolios are used in a classroom setting. The results also show that e-portfolio tools increase the cognitive demands on students and that students perceive better learning outcomes in a course when they receive more support. This information could be used to improve our understanding of how educational assessment systems and learning tools should be designed and implemented.
引用
收藏
页码：17 / 30
页数：14
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