The Use of ePortfolios to Support Metacognitive Practice in a First-Year Writing Program

Authors

James Bowman, St. John Fisher UniversityFollow
Barbara J. Lowe, St. John Fisher UniversityFollow
Katie Sabourin, St. John Fisher UniversityFollow
Catherine Sweet, St. John Fisher UniversityFollow

Document Type

Article

Publication Date

2016

Abstract

Recognizing the importance of meaningful reflective writing as an integral component to the portfolios used in the first-year program (FYP), faculty questioned whether a newly developed electronic portfolio offered any pedagogical benefits over the existing traditional paper portfolio. Of particular interest for this work was whether the use of ePortfolios might positively impact students’ metacognitive skills. A study conducted with students and faculty in the FYP evaluated student understanding of purpose, significance, and relevancy in their reflective writings. Findings indicate that while both types of portfolios, electronic and traditional paper, contribute positively to students’ learning related to “connections to the course,” students completing an ePortfolio show heightened levels of metacognition in relation to “connections to learning” and “connections to career or personal goals."

Comments

Official published version available at https://www.theijep.com/past_6_1.cfm

Publication Information

Bowman, James; Lowe, Barbara J.; Sabourin, Katie; and Sweet, Catherine (2016). "The Use of ePortfolios to Support Metacognitive Practice in a First-Year Writing Program." International Journal of ePortfolio 6.1, 1-22.

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