Implementing the Electronic Portfolio: How to Improve Upper Elementary Student’s Metacognition

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dc.contributor.authorKrys, Richelle
dc.contributor.authorEaton, Sarah Elaine
dc.date.accessioned2017-05-17T00:27:59Z
dc.date.available2017-05-17T00:27:59Z
dc.date.issued2017-05-16
dc.description.abstractAbstractThis 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.en_US
dc.description.refereedNoen_US
dc.identifier.citationKrys, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31636
dc.identifier.urihttp://hdl.handle.net/1880/51980
dc.language.isoenen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.relation.ispartofseriesWerklund School of Education Working Papers;2017-001
dc.subjectmetacognitionen_US
dc.subjectelectronic portfoliosen_US
dc.subjectself-efficacyen_US
dc.subjectself-regulationen_US
dc.subjectmotivationen_US
dc.subjectelementaryen_US
dc.titleImplementing the Electronic Portfolio: How to Improve Upper Elementary Student’s Metacognitionen_US
dc.typeworking paperen_US
thesis.degree.disciplineEducationen_US
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