The study aims to examine whether reflective writing using e-portfolios enhances
high school students’ self-regulated learning. Participants included two classes
of eighth-graders majoring in Information Processing and taking a course
called ‘Website Design’ at a vocational high school in Taiwan. There were 41
students, with 18 males and 23 females. The experiment lasted 10 weeks, and
students used e-portfolios to reflect on their learning. The results showed that
students after using e-portfolios to reflect on their learning had significantly
better self-regulated learning than before. This indicates that using e-portfolios
for reflection enhanced self-regulated learning. It also shows that high-reflection
students had significantly better self-regulated learning than moderate-reflection
and low-reflection students, which implies that reflective performance had a
significantly positive effect on self-regulated learning.
