Adopting e-Portfolios to sustain self-regulated and co-regulated learning: A classroom-assessment perspective

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https://hkbu.zoom.us/j/99500836904

Meeting ID: 995 0083 6904

The reflective component of e-Portfolios is said to help students improve second or foreign language writing in terms of motivation and academic results. Despite this positive advocacy, scholars remain unclear about how e-Portfolios can develop students’ self-regulatory abilities in writing classrooms, especially when students engage in complex e-Portfolio construction processes with peers, parents, teachers, their community, digital tools, and online resources. Recently, researchers have argued that not only do e-Portfolios promote self-regulated learning, but they also support co-regulation of learning wherein the latter is socially mediated by curriculum design, instructional materials, and in-class interaction patterns. Indeed, students’ inner development of self-regulatory capacity is closely influenced by external forces, which deserve more scholarly investigation. The study fills this gap by emphasizing that besides self-regulated learning, e-Portfolios can support students’ co-regulation of learning by way of their connectivity, visibility, and circulation. This talk…