Please use this identifier to cite or link to this item: http://hdl.handle.net/1880/51980
Title: Implementing the Electronic Portfolio: How to Improve Upper Elementary Student’s Metacognition
Authors: Krys, Richelle
Eaton, Sarah Elaine
Keywords: metacognition;electronic portfolios;self-efficacy;self-regulation;motivation;elementary
Issue Date: 16-May-2017
Citation: Krys, R. & Eaton, S.E. (2017). Implementing the Electronic Portfolio: How to Improve Upper Elementary Student’s Metacognition (Werklund School of Education Working Papers #2017-001). Calgary, Canada: University of Calgary.
Series/Report no.: Werklund School of Education Working Papers;2017-001
Abstract: AbstractThis paper presents a literature review and analysis on how electronic portfolios may enhance students’ metacognition skills, specifically in Language Arts. Grounded in social constructivist theory, this inquiry connects electronic portfolios and metacognition to students’ self-efficacy, self-regulation, and motivation. After reviewing more than 30 articles on metacognition and electronic portfolios, the evidence strongly suggests that if electronic portfolios are presented and taught using research best practices, they can add to the enhancement of students’ metacognition. The inquiry concludes with an example of electronic portfolio developed in Weebly that teachers can implement in their classrooms to benefit the learning of students in upper elementary classrooms.
URI: http://hdl.handle.net/1880/51980
Appears in Collections:Eaton, Sarah E.

Files in This Item:
File Description SizeFormat 
Manuscript - Final.pdf423.19 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.