ePortfolios for self-regulated learning

ePortfolios in higher education are assumed to be effective at developing and determining complex student competencies skills highly correspondent self-regulated learning (SRL). Research validating this assumption, however, is sparse of varying quality. Drawing on a recent, systematic review relevant literature by the presenter’s research team, Pecha Kucha explores major trends gaps into relationships between SRL. Corresponding areas approaches for further identified, as well.
 Sustained academic success requires autonomy, agency, motivation from learner effectively plan execute activities (Henri, Morrell & Scott, 2017; Pintrich, 2004). Due correspondence SRL these characteristics, practitioners researchers increasingly interested how best support determine students' development.
 believed means accomplishing evidencing development. deliberate, curated collections work that may provide opportunity development demonstration outcomes (Stefani, Mason Pegler, 2007). This value proposition based perceptions guided frameworks rather than predetermined product; centre active engagement authority; foster connection synthesis within across curricula (Watson, Kuh, Rhodes, Light Chen, 2016). These criteria strongly overlap with elements align practices assessment. also perceived way which educational technologies leveraged allow students develop evidence innovative ways (Author, 2014).
 The supporting such conclusions, has recognised problems. problems range methodological limitations lack specificity about comprising ePortfolio most 2013; Author, 2018; Watson, Garrison, presents results objectives were identify methodologically sound studies examining use relation SRL, systematically whether, improves or allows students’ skills, propose useful directions future practice.
 A systematic, multi-stage was conducted relevant, empirical literature. yielded only eight sufficient quality relevance inform understandings ePortfolios’ interactions Results general premise correlate context. Limitations literature, inhibit our ability establish more specific causal connections.
 subsequent thematic analysis broader scope near-acceptable schema specific, SRL-relevant tasks activities. have potential informing practice but require robust contextually research. concludes offering suggestions conducting