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

J. Beckers*, Diana Dolmans, Jeroen Van Merriënboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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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
Number of pages18
JournalJournal of Research on Technology in Education
Early online date1 May 2021
DOIs
Publication statusE-pub ahead of print - 1 May 2021

Keywords

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

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