| Summary: | 碩士 === 世新大學 === 資訊管理學研究所(含碩專班) === 94 === e-portfolio is a file of learning path, which is used to store individual efforts and careers, as well as to demonstrate achievements. It emphasizes on reflection and growth of learning. e-portfolio has been received widespread in North America and Europe, and has been developed in the situation of mature phase of many kinds of applications. However, e-portfolio is still in the status of developing phase both in Taiwan and China, and most of their experiments focus on junior high school and elementary school students. Hence, the objective of this study is to understand the usability of e-portfolio in adult students who are learning in group by collaborative e-portfolio.
In our research, the learners are 30 students from the course of “project management” which is a graduate level course offered by the department of Information Management of Shih Hsin university, Taiwan. The main purpose of using e-portfolio in this class is not only to promote the development of learning in formative assessment and reflection, but also to make a collective structure of e-portfolio based on the explorative topics which have been set up by instructor. The learners should follow the explorative topics to collect the materials of learning, and to attach the evidences of reflection and assessment to the e-portfolio system. Three questions are investigated in this research: 1) to know the effectiveness of metacognition capability for learners after using e-portfolio; 2) to explore the key factors of reflection and satisfaction for learners after using e-portfolio; and 3) to understand the effects that do not be elaborated after using e-portfolio.
Several results are found by this research. 1) Only planning activity is significant increased in the effectiveness of metacognition capability; however, monitoring, adjusted, and evaluative activities are not significant increased. To enhance monitoring activity is the first step to initiate adjusted and evaluative activities. 2) The key factors of promoting reflection are to enhance self-assessment and feedback, and then to increase interactions and communications. Moreover, the key factors of increasing satisfaction of using e-portfolio are to enhance reflection of learning as well as to build knowledge of learners themselves, and to respect feedbacks from other responds, respectively. 3) Seldom feedbacks from other responds, and unilaterally self-assessment from learners, cause different development of formative assessment and metacognition. During the experiment, learning path review is not elaborated, and the characters of e-portfolio are not real implemented.
Therefore, the suggestions of using e-portfolio are: 1) How to enhance autonomous character in learning, how to make deep reflection and assessment to learning works, and how to interact with each others of learning group, are the most important issues to improve metacognition capability, reflection, satisfaction, and formative assessment of using e-portfolio. 2) Letting instructors and learners understand the characters of e-portfolio before constructing the collective structure of e-portfolio. Learners are able to guide the learning goals by autonomous learning, but the collective materials are adapted to the original goals. Nevertheless, seminars are helpful to share and communicate with each others. Finally, selecting learning works which is open to visitors is the best way to stimulate feedbacks, and to monitor learning path.
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