Students’ Discourse Use in e-Portfolios and Its Relationship With Learning Outcomes (Poster 46)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Cognitive Processes, Pedagogical Strategies, and Cross-Cultural Insights in Education

Abstract

This study aims to identify students’discourse use in online reflective e-portfolios and explore its relationship with learning outcomes. Participants were 25 students engaged in a one-semester long course and knowledge building environment was used to support students’learning. Particularly, e-portfolio assessment was designed to promote students’ reflection on community idea improvement and each student wrote two e-portfolios during the instructional period. Analysis was conducted to assess students’ reflective moves in e-portfolios and point-biserial correlation and regression analyses were done to investigate relationship between discourse moves and students’ exam scores. The results showed three discourse moves were positively correlated with learning outcomes, and meta-discourse in particular predicted exam scores. This study informs the design of assessment in promoting metacognition and learning outcomes.

Authors

• Junjie Zhang, University of Hong Kong

• Chunlin Lei, Shanghai University of International Business and Economics

• Carol K. Chan, University of Hong Kong

• Gaowei Chen, University of Hong Kong