Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio

被引：6
作者：
Beckers, Jorrick [1 ]
Dolmans, Diana [2 ]
van Merrienboer, Jeroen [3 ,4 ]
机构：
[1] Open Univ Netherlands, Heerlen, Netherlands
[2] Maastricht Univ, Innovat Learning Arrangements, Maastricht, Netherlands
[3] Maastricht Univ, Learning & Instruct, Maastricht, Netherlands
[4] Maastricht Univ, Grad Sch Hlth Profess Educ, Maastricht, Netherlands
来源：
JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION | 2022年 / 54卷 / 04期
关键词：
Self-directed learning; electronic development portfolios; second-order scaffolding; self-coaching protocol; teacher-guided self-coaching; quasi-experimental study; CLASSROOM; COMPETENCE; JUDGMENTS; EDUCATION; LITERACY; FEEDBACK; ABILITY;
D O I：
10.1080/15391523.2021.1906363
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student self-coaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation.
引用
收藏
页码：617 / 634
页数：18
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