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Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL
ARTICLE

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Computers & Education Volume 55, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007–2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4–6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium–high implementation condition, n=7 classrooms and 121 students), compared to control students (n=7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p<.05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students’ literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction.

Citation

Meyer, E., Abrami, P.C., Wade, C.A., Aslan, O. & Deault, L. (2010). Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL. Computers & Education, 55(1), 84-91. Elsevier Ltd. Retrieved April 19, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2009.12.005

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Cited By

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    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 4 (Dec 21, 2013)

  2. Investigating the Effect of Using E-portfolio On Preservice Teachers’ Self-efficacy, Proficiency and Intention to Use Technology in their Future Classroom

    Mohamed Ibrahim & Rebecca Callaway, Arkansas Tech University, United States

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 129–140

  3. Can the integration of a PLE in an e-portfolio platform improve generic competences?

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    Journal of New Approaches in Educational Research (NAER Journal) Vol. 6, No. 2 (Jul 15, 2017) pp. 112–118

  4. An Innovative Teaching Mode of Integrating Mobile Learning with Language Learning

    Xiaorui Sun, Inner Mongolia Normal University, P.R.China, China

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 784–789

  5. E-Portfolios in Higher Education Settings: A Literature Review

    Stefanie Panke, University of North Carolina at Chapel Hill, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1530–1539

  6. Demonstrating Competencies with E-Portfolios: The Carolina MPA

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    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1511–1529

  7. Electronic Portfolios: Motivation, Self-Regulation, and Academic Achievement in Primary and Secondary Schools

    Carrie Blaustein & Yiping Lou, University of South Florida, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1734–1742

  8. The Development and Formative Evaluation of Electronic Portfolio Software to Support Student Teachers’ Reflective Practice

    Eva Mary Bures, Bishop's University, Canada; Philip C. Abrami & Larysa Lysenko, Concordia University, Canada

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1197–1205

  9. The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

    Eva Bures, Bishop's University; Alexandra Barclay, Philip Abrami & Elizabeth Meyer

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 4 (Dec 21, 2013)

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