Article 2022

Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio

Journal of Research on Technology in Education
Journal · Vol. 54 · Issue 4 · pp. 617-634
Abstract

This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student self-coaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation. © 2021 The Author(s). Published with license by Taylor and Francis Group, LLC.

Keywords

Author Keywords

self-directed learning Quasi-experimental study electronic development portfolios second-order scaffolding self-coaching protocol teacher-guided self-coaching

Index Keywords

Author Affiliations
Universiteit Maastricht, Maastricht, Limburg, Netherlands
Open Universiteit, Heerlen, Limburg, Netherlands
Funding & Acknowledgements
No funding information
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