File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

postgraduate thesis: E-portfolios as a strategy to support the development of self-directedlearning skills

TitleE-portfolios as a strategy to support the development of self-directedlearning skills
Authors
Issue Date2012
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Douglas, H.. (2012). E-portfolios as a strategy to support the development of self-directed learning skills. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4746952
AbstractLittle research has been undertaken investigating e-portfolios as a strategy in the development of self-directed learning skills in young learners. This dissertation aims to contribute to this area of research. Self-directed learning is considered an important skill in assisting learners to prepare for a future where the skill set required is undetermined for many roles. Eportfolios have been shown to assist students in development of their reflective thinking and self-assessment skills. Self-assessment and reflection are both key skills in selfdirected learners. Research into e-portfolios has primarily been focused at tertiary level and has not focused on the development of the indicators of self-directed learning. This study is a qualitative case study of four Year 1 students which takes place over three months at a private international school in Hong Kong. The intervention (eportfolio) was introduced into the context of expressive oral reading. Each student produced an e-portfolio documenting their learning. The indicators of self-directed learning were assessed prior to the intervention, during and post intervention through interviews, document and observations. Results strongly indicated that e-portfolios were effective in developing selfdirected learning skills. In particular there was a clear emergence of the indicators intrinsic motivation, self-assessment, ownership of learning and celebration of learning. Surprisingly creativity, self-confidence, and self-esteem also emerged to significant levels. It was concluded that e-portfolios were an effective way to develop self-directed learning skills. It is recommended that e-portfolios are used with young learners as an effective way of engaging students in their own learning process.
DegreeMaster of Science in Information Technology in Education
SubjectElectronic portfolios in education.
Self-culture - China - Hong Kong.
College students - China - Hong Kong.
Computer-assisted instruction - China - Hong Kong.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorDouglas, Helen.-
dc.date.issued2012-
dc.identifier.citationDouglas, H.. (2012). E-portfolios as a strategy to support the development of self-directed learning skills. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4746952-
dc.description.abstractLittle research has been undertaken investigating e-portfolios as a strategy in the development of self-directed learning skills in young learners. This dissertation aims to contribute to this area of research. Self-directed learning is considered an important skill in assisting learners to prepare for a future where the skill set required is undetermined for many roles. Eportfolios have been shown to assist students in development of their reflective thinking and self-assessment skills. Self-assessment and reflection are both key skills in selfdirected learners. Research into e-portfolios has primarily been focused at tertiary level and has not focused on the development of the indicators of self-directed learning. This study is a qualitative case study of four Year 1 students which takes place over three months at a private international school in Hong Kong. The intervention (eportfolio) was introduced into the context of expressive oral reading. Each student produced an e-portfolio documenting their learning. The indicators of self-directed learning were assessed prior to the intervention, during and post intervention through interviews, document and observations. Results strongly indicated that e-portfolios were effective in developing selfdirected learning skills. In particular there was a clear emergence of the indicators intrinsic motivation, self-assessment, ownership of learning and celebration of learning. Surprisingly creativity, self-confidence, and self-esteem also emerged to significant levels. It was concluded that e-portfolios were an effective way to develop self-directed learning skills. It is recommended that e-portfolios are used with young learners as an effective way of engaging students in their own learning process.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B47469523-
dc.subject.lcshElectronic portfolios in education.-
dc.subject.lcshSelf-culture - China - Hong Kong.-
dc.subject.lcshCollege students - China - Hong Kong.-
dc.subject.lcshComputer-assisted instruction - China - Hong Kong.-
dc.titleE-portfolios as a strategy to support the development of self-directedlearning skills-
dc.typePG_Thesis-
dc.identifier.hkulb4746952-
dc.description.thesisnameMaster of Science in Information Technology in Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4746952-
dc.date.hkucongregation2012-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats