NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1107586
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2157-622X
Promoting Self-Regulation and Critical Reflection through Writing Students' Use of Electronic Portfolio
Jenson, Jill D.
International Journal of ePortfolio, v1 n1 p49-60 2011
The role of reflection in the learning process has taken on new significance in a digital environment. The potential of using innovative teaching methods to prompt first-year writing students to self-regulate learning behaviors and write more critical reflection statements when using electronic portfolios was studied over eight fall semesters. Results showed that using student surveys and focused in-class discussion in conjunction with consistent ePortfolio assignments not only dramatically increased the length of reflection statements written but also the depth of thinking shown in those statements. These results demonstrate the effectiveness of using intentional instructional strategies for helping students develop self-regulation and critical reflection skills.
Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota
Grant or Contract Numbers: N/A