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The use of E-portfolio for self-reflection to promote learning: a case of TVET students

机译：使用电子产品组合进行自我反思促进学习：职业技术植物学校学生的案例

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The power of reflection is highly acknowledged to promote learning and develop expertise, yet reflective skills are rarely explicitly taught in schools. As a result, encouraging reflection among learners is often difficult to accomplish, especially in the Technical and Vocational Education and Training (TVET) setting. By employing the Technological Pedagogical Content Knowledge (TPACK) construct, this research investigated the use of structured reflection through digital learning portfolios (e-portfolio) and explores its relation to students' learning. Using mixed methods design, this study examined a group of students from one of the TVET institutions in Brunei over an eight-week period as they practiced reflection through e-portfolio designed to guide the students to reflect upon their own learning. The students' e-portfolio notes were converted to Students' Reflective Scores (SRS) as a measure of level of reflection. The data gathered revealed that although student performance can have a moderate effect on students' level of reflection, building structured opportunities to reflect and integrate learning can develop students' ability to reflect better. The quality of students' reflection had significantly increased throughout the study period as more students exhibited higher-order thinking in their e-portfolio. Meanwhile, the key themes emerging from the semi-structured interview data revealed that while students see reflection in detached ways, the intervention had provided the opportunity for students to enhance both their cognitive and metacognitive skills. The students' responses also implied that operational feasibility of e-portfolio for Brunei TVET might depend on teachers' input, students' motivation, type of e-portfolio software chosen, and connectivity setting.
机译：反思权力高度承认促进学习和发展专业知识，但在学校里很少明确教授反思技能。因此，令人鼓舞的学习者反思往往难以实现，特别是在技术和职业教育和培训（TVET）环境中。通过采用技术教学内容知识（TPACK）构建，本研究调查了通过数字学习投资组合（电子产品组合）的结构化反思的使用，并探讨其与学生学习的关系。使用混合方法设计，该研究将一群学生从文莱中的一个学生们在文莱中的一个八周的时间内，因为他们旨在通过电子产品组合的反思，旨在指导学生反思自己的学习。学生的电子产品组合票据被转换为学生的反思分数（SRS）作为反思水平的衡量标准。收集的数据显示，虽然学生表现可能对学生的反思水平有适度影响，但建立结构化的机会来反映和整合学习可以培养学生的反思能力更好。随着更多学生在电子产品组合中表现出高阶思维，学生反思的质量显着增加。与此同时，从半结构化访谈数据中出现的关键主题透露，虽然学生在脱离方式看到反思，但干预为学生提供了机会，以提高其认知和元认知技能。学生的回答还暗示了文莱vet的电子产品组合的操作可行性可能取决于教师的投入，学生的动机，选择的电子产品组合软件和连接设置。

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