Self-Regulated Learning and the Use of Online Portfolios: A Social Cognitive Perspective

Authors

  • Lalida Sasai

Abstract

This study highlights the interrelationship among self-regulated learning (SRL) skills, the use of online portfolios, and social cognitive learning theory. It was conducted as a longitudinal mixed-methods study over one academic year with students enrolled in a postgraduate professional practice programme. The study used both quantitative and qualitative statistical analyses. Results showed a strong positive correlation between SRL skills and the perceptions of the usefulness of online portfolios. Based on these results, the researcher have suggested a new model which integrates students’ use of online portfolios; the influence of online portfolios on students’ SRL skills and vice versa; and the three social cognitive learning theory factors of person, behaviour and environment and their effect on students’ SRL skills across the three phases of forethought, performance, and self-reflection within an online learning environment.

DOI: 10.5901/jesr.2017.v7n2p55

Downloads

Download data is not yet available.

Downloads

Published

2017-05-06

How to Cite

Sasai, L. (2017). Self-Regulated Learning and the Use of Online Portfolios: A Social Cognitive Perspective. Journal of Educational and Social Research, 7(2), 55. Retrieved from https://www.richtmann.org/journal/index.php/jesr/article/view/9920

Issue

Section

Articles