Implementing the Electronic Portfolio: How to Improve Upper Elementary Student’s Metacognition
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.
metacognition, electronic portfolios, self-efficacy, self-regulation, motivation, elementary
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.