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

页码：17 / 30

页数：14

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