Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio

J. Beckers*, D. Dolmans, J. van Merrienboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Web of Science)

Abstract

This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student self-coaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation.
Original languageEnglish
Pages (from-to)617-634
Number of pages18
JournalJournal of Research on Technology in Education
Volume54
Issue number4
Early online date26 Mar 2021
DOIs
Publication statusPublished - 8 Aug 2022

Keywords

  • Self-directed learning
  • electronic development portfolios
  • second-order scaffolding
  • self-coaching protocol
  • teacher-guided self-coaching
  • quasi-experimental study
  • CLASSROOM
  • COMPETENCE
  • JUDGMENTS
  • EDUCATION
  • LITERACY
  • FEEDBACK
  • ABILITY

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