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

Abstract

Little 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.