| 作成者 |
|
|
|
|
|
| 本文言語 |
|
| 出版者 |
|
|
|
| 発行日 |
|
| 収録物名 |
|
| 巻 |
|
| 開始ページ |
|
| 終了ページ |
|
| 出版タイプ |
|
| アクセス権 |
|
| JaLC DOI |
|
| 概要 |
Higher educational organizations are required to improve educational quality recently in order to faster active life-long learners, and take several educational methods for that purpose such as the es...tablishment of learning support out of class settings for active learning. Portfolio, in particular, e-portfolio is one of the helpful tools to promote the reflecting and planning of learner's learning outcome, which play an important role in the promotion of active learning. £-portfolio allows learner to store, manage, access, and maintain their learning outcome using electric devices, on the other hand, it has the functional limitations such as handwriting and annotations. However, the difference of learner's perceived effects on their learning is under the discussion, due to the lack of the findings about comparative research between e-portfolio types. This research aims to investigate the differences of the learner's perceived effects on their learning with between paper-based and e-portfolios. The findings reveal that paper-based portfolio was more effective than e-portfolio, in terms of the instructor's presence and the perceived ease of the access to the feedback from instructors. The perceived effects of e-portfolio in terms of the management and access ware superior to that of paper-based portfolio.続きを見る
|
Mendeley出力
