Electronic Portfolio Encouraging Active and Reflective Learning: A Case Study in Improving Academic Self-Regulation through Innovative Use of Educational Technologies

Vivek Venkatesh (Concordia University, Canada), Eva Bures (Concordia University, Canada), Ann-Louise Davidson (Concordia University, Canada), C. Anne Wade (Concordia University, Canada), Larysa Lysenko (Concordia University, Canada) and Philip C. Abrami (Concordia University, Canada)
Copyright: © 2013 |Pages: 376
EISBN13: 9781466643970|DOI: 10.4018/978-1-4666-3676-7.ch019
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At the Centre for the Study of Learning and Performance (CSLP) in Montréal, the authors have developed, tested, and disseminated to schools in the Canadian provinces of Québec and Alberta, without charge, an Electronic Portfolio Encouraging Active and Reflective Learning (ePEARL). ePEARL is designed to be faithful to predominant models of self-regulated learning (SRL; e.g., Zimmerman, 2008; Zimmerman & Schunk, 2011), scaffolding and supporting learners and their educators from grade one through grade twelve and beyond. In a series of empirical studies, the authors have explored the impact of ePEARL on the development of students’ SRL skills and their literacy skills, also researching classroom implementation fidelity and teacher professional development. The case study presented herein briefly explains the development of ePEARL, the authors’ research program, and issues in the scalability and sustainability of knowledge tools in secondary schools. Using triangulated data sources from teachers and learners, this case study presents three vignettes and discusses the design and implementation of ePEARL in scholastic settings across the Canadian provinces of Québec and Alberta. The discussion case provides in-depth analysis of learners’ portfolios in ePEARL, as well as teacher perceptions related to integration of electronic portfolios in classrooms.
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