The Relationship between Reflection Performance and Learning Performance with Learners Using Web-Based Portfolio
Chi-Cheng Chang, Ju-Shih Tseng, Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taiwan ; Cheng-Chuan Chen, )Institute of Technological & Vocational Education, National Taipei University of Technology, Taiwan
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of this study was to examine the relationship between reflection performance and learning performance with learners using web-based portfolio. The participants were 45 eighth graders randomly selected from computer classes at a middle school in Taiwan. The result revealed that (a) the relationship between number of words in reflection and learning performance was insignificant; (b) frequency of reviewing peers' reflections had a significantly positive relationship with attitude; (c) time spending on reading peers' reflections had significantly positive relationships with project and attitude; and (d) grade for reflection was significantly positive correlated with project and attitude. Overall, among the three aspects of learning performance, attitude had the strongest relationship with reflection performance following by project and test, respectively.
Chang, C.C., Tseng, J.S. & Chen, C.C. (2011). The Relationship between Reflection Performance and Learning Performance with Learners Using Web-Based Portfolio. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2884-2897). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)