The Effects of e-Portfolio Use on Learning Outcomes of Undergraduate Students in the Faculty of Education, Thaksin University
Article Sidebar
Main Article Content
Abstract
This research aimed to examine the effects of learning management using electronic portfolios (e-portfolios) on students’ learning outcomes, including academic achievement and portfolio quality, as well as learning processes, namely reflection and self-regulated learning. The study employed a mixed-methods approach, in which the quantitative research used a one-group pretest–posttest quasi-experimental design, and the qualitative research involved descriptive analysis.
The population consisted of 650 third-year undergraduate students from the Faculty of Education, Thaksin University. The sample included 55 students, selected through purposive sampling. The research instruments comprised e-portfolio–based lesson plans, an achievement test, an e-portfolio quality assessment rubric, a reflection assessment form, and open-ended questionnaires. Quantitative data were analyzed using mean, standard deviation, and paired-samples t-test, while qualitative data were analyzed using content analysis.
The findings revealed that students’ post-learning academic achievement was significantly higher than their pre-learning achievement at the .001 level. The quality of the e-portfolios was at a good to very good level. In addition, students demonstrated clear development in reflection and self-regulated learning, progressing from descriptive to analytical and critical reflection. They were also able to plan, monitor, and improve their learning in a systematic manner.
The results indicate that e-portfolios are an effective tool for promoting both learning outcomes and learning processes, particularly in enhancing reflection and self-regulated learning, which are essential competencies for pre-service teachers in higher education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารครุศาตร์ มหาวิทยาลัยราชภัฏนครศรีธรราช
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับวารสารครุศาสตร์ มหาวิทยาลัยราชภัฏนครศรีธรรมราช
References
Barrett, H. C. (2011). Balancing the two faces of e-portfolios. Educação, Formação & Tecnologias, 4(1), 6-14.
Beckers, J., Dolmans, D., & Van Merriënboer, J. (2016). e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology, 32(2). https://doi.org/10.14742/ajet.2528
Cheng, G., & Chau, J. (2013). Exploring the relationship between students’ self-regulated learning ability and their ePortfolio achievement. The Internet and Higher Education, 17, 9–15. https://doi.org/10.1016/j.iheduc.2012.09.005
Ciesielkiewicz, M. (2019). The use of e-portfolios in higher education: From the students’ perspective. Issues in Educational Research, 29(3), 649–667. https://eric.ed.gov/?id=EJ1222679
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Garcia, M. B. (2025). Self-coded digital portfolios as an authentic project-based learning assessment in computing education: Evidence from a web design and development course. Education Sciences, 15(9), 1150. https://doi.org/10.3390/educsci15091150
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
Kiffer, S., Bertrand, E., Eneau, J., Gilliot, J., & Lameul, G. (2021). Enhancing Learners’ Autonomy With E-Portfolios and Open Learner Models: A Literature Review. Education Thinking, 1(1), 1-9. https://hal.science/hal-03167146v1
Lam, R. (2020). E-portfolios: What we know, what we don’t, and what we need to know. RELC Journal, 54(1), 208–215. https://doi.org/10.1177/0033688220974102
Mapundu, M., & Musara, M. (2019). E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills. South African Journal of Higher Education. 33(6), 187–204. https://doi.org/10.20853/33-6-2990
Mudau, P. K. (2022). Lecturers’ views on the functionality of e-portfolio as alternative assessment in an open distance e-learning. International Journal of Educational Methodology, 8(1), 81–90. https://doi.org/10.12973/ijem.8.1.81
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613–621. https://doi.org/10.1016/S0742-051X(01)00017-8
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
