Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio (2024)

Beckers, J., Dolmans, D., & van Merrienboer, J. (2022). Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio. Journal of Research on Technology in Education, 54(4), 617-634. https://doi.org/10.1080/15391523.2021.1906363

Beckers, J. ; Dolmans, D. ; van Merrienboer, J. / Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio. In: Journal of Research on Technology in Education. 2022 ; Vol. 54, No. 4. pp. 617-634.

@article{6a82ac3057774a4abe5a500194330666,

title = "Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio",

abstract = "This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student self-coaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation.",

keywords = "Self-directed learning, electronic development portfolios, second-order scaffolding, self-coaching protocol, teacher-guided self-coaching, quasi-experimental study, CLASSROOM, COMPETENCE, JUDGMENTS, EDUCATION, LITERACY, FEEDBACK, ABILITY",

author = "J. Beckers and D. Dolmans and {van Merrienboer}, J.",

year = "2022",

month = aug,

day = "8",

doi = "10.1080/15391523.2021.1906363",

language = "English",

volume = "54",

pages = "617--634",

journal = "Journal of Research on Technology in Education",

issn = "1539-1523",

publisher = "Routledge/Taylor & Francis Group",

number = "4",

}

Beckers, J, Dolmans, D & van Merrienboer, J 2022, 'Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio', Journal of Research on Technology in Education, vol. 54, no. 4, pp. 617-634. https://doi.org/10.1080/15391523.2021.1906363

Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio. / Beckers, J.; Dolmans, D.; van Merrienboer, J.
In: Journal of Research on Technology in Education, Vol. 54, No. 4, 08.08.2022, p. 617-634.

Research output: Contribution to journal › Article › Academic › peer-review

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AU - van Merrienboer, J.

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N2 - This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student self-coaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation.

AB - This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in the PERFLECT group reported higher levels of self-direction, intrinsic goal orientation, and self-efficacy than students in the REGULAR group. Using an electronic development portfolio with a student self-coaching protocol constitutes a promising approach to support students' self-directed learning skills and motivation.

KW - Self-directed learning

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KW - second-order scaffolding

KW - self-coaching protocol

KW - teacher-guided self-coaching

KW - quasi-experimental study

KW - CLASSROOM

KW - COMPETENCE

KW - JUDGMENTS

KW - EDUCATION

KW - LITERACY

KW - FEEDBACK

KW - ABILITY

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DO - 10.1080/15391523.2021.1906363

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Beckers J, Dolmans D, van Merrienboer J. Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio. Journal of Research on Technology in Education. 2022 Aug 8;54(4):617-634. Epub 2021 Mar 26. doi: 10.1080/15391523.2021.1906363