Die Frage nach Befunden zur Ausprägung von Reflexionsfähigkeit bei Studierenden, deren Förderbarkeit und Wirkung steht deshalb im Zentrum des Interesses vieler Forschungsbemühungen, die allerdings mit dem Problem der schwierigen Messbarkeit von Reflexion und Mängeln bestehender Messmethoden hinsichtlich der Gütekriterien konfrontiert sind. Reflexionsfähigkeit zu schulen, gilt als wichtiges Ziel der Lehrkräftebildung. It gave the teacher awareness of the learners' needs to meet them and provide them with appropriate feedback. They reflected on their problems and tried to find solutions for them. They could assess themselves regularly, monitor their learning, manifest their perception, and deal more with their needs, strengths, and weaknesses. Reflective learning created a situation for the participants' engagement through writing about their learning and pacing it. Qualitative analysis of the reflections indicated the learners' perceptions of reflective learning's effectiveness in terms of metacognitive awareness for enhancing reading performance. There was no significant difference in knowledge of cognition but two of its subcomponents indicated significant differences.
Among the metacognitive awareness components, MANOVA showed significant differences in the regulation of cognition and three of its subcomponents. Independent samples t-test showed significant differences between the experimental and control groups' reading ability and overall metacognitive awareness. A semi-structured reflection sheet was introduced to the experimental group of learners to guide their reflections. A reading comprehension test and Persian version of Metacognitive Awareness Inventory (MAI) were administered at pretest and posttest. Participants of the study were 63 high school students assigned to experimental and control groups. This study investigated the effectiveness of the reflective learning process in Iranian EFL learners' reading performance and enhancing their metacognitive awareness as one of the main benefits of reflective learning acknowledged in the literature. Reflective learning includes learning through reflection and representing the learning process mainly through the medium of writing. The correlations show high levels among the strengths but not among the weaknesses analyzed. At the very least, the e-portfolio was useful to the students in planning their entry into the workforce. The results show that the e-portfolio is a tool with strengths for labor market entry, while also revealing the weaknesses that students find in it. We also performed correlation analysis between the different categories and subcategories proposed. We used the analysis of means to determine the trend in the aspects analyzed over time, and the Student’s t-test and Cohen’s d to determine the effect size.
Exps 407 reflections mportfolio professional#
The research is quantitative and observes the students’ opinions before and after they create their own professional e-portfolio, as a case study. It also examines students’ level of planning to enter professional employment, and the help that they receive with this task from the university. This study analyzes the strengths and weaknesses of the professional e-portfolio as a tool for preparing students in higher education to enter the labor market. When being asked about their most distinctive competences, students’ responses emphasize their previous ePortfolio-sessions, thus indicating a positive impact of the ePortfolio on students’ self-perceived competences.
The students assessed the positive impact on their (self-)reflection. The survey was conducted between October 2011 and June 2014 (n = 811) and consists of six sequential questionnaires.
This research paper investigates the impact and sustainability of an ePortfolio-implementation regarding students’ competence development and reflection skills in a Master’s Program for Business Education and Development (BED). However, the implementation process of an ePortfolio for pre-service teachers remains a debated method. To encourage reflection, self-reflection, and competence development, the use of an ePortfolio can provide a valuable contribution. A self-reflective attitude should be promoted early on by encouraging students to understand (reflection), to evaluate (evaluation), and, if necessary, to adapt (regulation) their own learning behavior. The request and promotion of reflection begins with an analysis of one’s own understanding of education and learning as well as the connection of reflection and self-reflection and the competence development of students.