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2 references
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- Vol 5 RE: Chapter 9
- Vol 5 TE: App C
electronic portfolioslearner engagementreflective practicelearner ownershipself-determinationgoal orientationlearner voiceJournal article Evidence summaryAt a glance
Barrett outlines the REFLECT Initiative, a large research programme examining how electronic portfolios might influence secondary students' learning, reflection, motivation, and engagement.
Key ideas
The article distinguishes portfolios used mainly for institutional assessment from learner-owned portfolios developed through purposeful collection, selection, reflection, direction, and presentation. It reviews competing definitions and theoretical perspectives, then connects portfolio processes with research on self-determination, goal orientation, feedback, collaboration, and learner voice. The initiative was designed to examine implementation as well as outcomes across diverse schools rather than assuming that technology alone creates engagement.
Why it matters
For educators, the central implication is that an e-portfolio becomes educationally valuable through the learning process around it: students need meaningful choice, opportunities to interpret evidence of growth, feedback, authentic audiences, and continuing ownership of their work.
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- Vol 4 RE: Chapter 18
self-directed learninglearner autonomyteacher facilitationinstructional scaffoldinggoal settingresource evaluationreflective practicelearner agencyJournal article Evidence summaryAt a glance
Botha, du Toit-Brits, and Blignaut synthesise theoretical perspectives on self-directed learning and the changing role of teachers.
Key ideas
Self-directed learners diagnose needs, formulate goals, identify resources, choose and implement strategies, and evaluate outcomes, but this agency develops through supportive educational relationships rather than teacher absence. The article discusses motivation, creativity, adaptability, learner diversity, digital contexts, and the capabilities teachers need to create environments that gradually transfer responsibility. Teachers act as designers, facilitators, models, coaches, and providers of feedback while ensuring that learners have sufficient knowledge and structure to make productive choices.
Why it matters
For educators, the review recommends explicit instruction in goal setting, planning, resource evaluation, monitoring, and reflection; meaningful choice within clear expectations; responsive scaffolding; and assessment practices that help students become increasingly capable of directing future learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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