The impact of collaborative ePortfolios on academic learning in a university setting
- 1 Universidad Internacional de La Rioja (Spain)
ISSN: 2013-6374
Año de publicación: 2024
Volumen: 14
Número: 2
Páginas: 553-568
Tipo: Artículo
Otras publicaciones en: JOTSE
Resumen
This study is focused on promoting self-reflection and self-regulation of learning through the use of digital tools to improve the academic performance of university students. Specifically, the main objective is to evaluate the impact of the use of collaborative ePortfolios on facilitating the comprehension of the concepts being studied. During the 2021/2022 academic term, a voluntary survey was administered to 60 students in the Adaptation Course of the Primary Education Degree Program. Through a structural equation analysis, a theoretical model was analyzed in which the intensity of participation in the ePortfolio appears as a mediating variable between the different independent variables and the improvement in academic learning. The results of the study confirm this mediating function for some variables, while at the same time they show a direct positive relationship between the intensity of participation in the ePortfolio and comprehension of the course concepts. The findings of this study can have important implications for the promotion of digital tools, such as ePortfolios, to improve learning in the university context. In addition, the work offers methodological alternatives to the recurring problem of analyzing complex relationships (both direct and indirect effects) with small samples.
Referencias bibliográficas
- Alcaraz, N. (2016). La Evaluación a través de Portafolios: ¿Una Ocasión para el Aprendizaje? Revista Iberoamericana de Evaluación Educativa, 9(1), 31-46. https://doi.org/10.15366/riee2016.9.1.002
- Alcibar, M.F., Monroy, A., & Jiménez, M., (2018). Impacto y Aprovechamiento de las Tecnologías de la Información y las Comunicaciones en la Educación Superior. Información Tecnológica, 29(5), 101-110. https://doi.org/10.4067/S0718-07642018000500101
- Alegre, A. (2014). Autoeficacia académica, autorregulación del aprendizaje y rendimiento académico en estudiantes universitarios iniciales. Propósitos y Representaciones, 2(1), 79-120. https://doi.org/10.20511/pyr2014.v2n1.54
- Antonijevic, R. (2007). Usage of computers and calculators and students’ achievement: Results from TIMSS 2003. In International Conference on Informatics, Educational Technology and New Media in Education. Sombor, Serbia. Available at: https://eric.ed.gov/?id=ED497737
- Arancibia, M.L., Cabero, J., & Marín, V. (2020). Creencias sobre la enseñanza y uso de las tecnologías de la información y la comunicación (TIC) en docentes de educación superior. Formación Universitaria, 13(3), 89-100. https://doi.org/10.4067/s0718-50062020000300089
- Barberà, E. (2005). La evaluación de competencias complejas: la práctica del portafolio. La Revista Venezolana de Educación (Educere), 9(31), 497-503. Available at: https://ve.scielo.org/scielo.php?pid=S1316-49102005000400010&script=sci_arttext
- Barberá, E., Gewerc, A., & Rodríguez-Illera, J.L. (2009). Portafolios electrónicos y educación superior en España: Situación y tendencias [Monográfico]. RED, Revista de Educación a Distancia, 3, 1-13. https://doi.org/10.6018/red/50/7
- Barrett, H. (2000). Electronic Teaching Portfolios: Multimedia Skills + Portfolio Development = Powerful Professional Development. Association for the Advancement of Computing in Education (AACE), 1-7. Available at: http://electronicportfolios.com/portfolios/site2000.html
- Bentler, P.M. (2005). EQS 6 Structural equations program manual. Multivariate Software.
- Bentler, P.M., & Chou, C.P. (1988). Practical issues in structural equation modeling. In Long, J.S. (Ed.), Common problems/proper solutions: Avoiding error in quantitative research (161-192). Sage.
- Brown, G.T.L., & Harris, L.R. (2013). Student Self-Assessment. In McMillan, J. (Ed.), The SAGE handbook of research on classroom assessment (367-393). Thousand Oaks, CA: SAGE. https://doi.org/10.4324/9781351036979
- Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In Bollen, K.A., & Long, J.S. (Eds.), Testing structural equation models (136-162). Sage.
- Bryant, S.M., & Hunton, J.E. (2000). The use of technology in the delivery of instruction: Implications for accounting educators and education researchers. Issues in Accounting Education, 15(1), 129-162. https://doi.org/10.2308/iace.2000.15.1.129
- Byrne, B.M. (2010). Structural equation modeling with AMOS: basic concepts, applications, and programming (2nd ed.). Routledge.
- Cachón, J., Cuervo, C., Zagalaz, M.L., & González, C. (2015). Relación entre la práctica deportiva y las dimensiones del autoconcepto en función del género y la especialidad que cursan los estudiantes de los Grados de Magisterio. Jour Sport and Health Research, 7(3), 257-266.
- Cachón-Zagalaz, J., Lara-Sánchez, A., Zagalaz-Sánchez, M.L., López-Manrique, I., & Mesa, C.G.G.D. (2018). Propiedades psicométricas de la Utrecht Work Engagement Scale en estudiantes de educación. Suma Psicológica, 25(2), 113-121. https://doi.org/10.14349/sumapsi.2018.v25.n2.3
- Cano, F. (2000). Diferencias de género en estrategias y estilos de aprendizaje. Psicothema, 12, 360-367.
- Chaves-Barboza, E., Trujillo-Torres, J.M., & López-Núñez, J.A. (2015). Autorregulación del aprendizaje en entornos personales de aprendizaje en el grado de educación primaria de la Universidad de Granada, España. Formación Universitaria, 8(4), 63-76. https://doi.org/10.4067/S0718-50062015000400008
- Chaves-Barboza, E., Trujillo-Torres, J.M., López-Núñez, J.A., & Sola-Martínez, T. (2017). Actions and achievements of self-regulated learning in personal environments. Research on students participating in the Graduate Program in Preschool Education at the University of Granada. Journal of New Approaches in Educational Research, 6(2), 135-143. https://doi.org/10.1111/j.2044-8317.1991.tb00966.x
- Chou, C.P., Bentler, P.M., & Satorra, A. (1991). Scaled test statistics and robust stan- dard errors for nonnormal data in covariance structure analysis: A Monte Carlo study. British Journal of Mathematical and Statistical Psychology, 44, 347-357. https://doi.org/10.1111/j.2044-8317.1991.tb00966.x
- Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40, 179-183. https://doi.org/10.1111/j.1467-8535.2008.00865.x
- Cobos-Sanchiz, D., López-Meneses, E., & Llorent-Vaquero, M. (2016). Propuesta de Innovación Didáctica con Portafolios Electrónicos en Formato Blog: Un Caso de Estudio en una Universidad. Formación Universitaria, 9(6), 27-42. https://doi.org/10.4067/S0718-50062015000400008
- Coenders, G., Satorra, A., & Saris, W.E. (1997). Alternative approaches to structural modeling of ordinal data: A Monte Carlo study. Structural Equation Modeling, 4, 261-282. https://doi.org/10.1080/10705519709540077
- Curran, P.J., West, S.G., & Finch, J.F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16-29. https://doi.org/10.1080/10705519709540077
- De la Fuente, J., & Justicia, F. (2001). Diferencias de género en las técnicas de aprendizaje utilizadas por los alumnos universitarios. Revista Galego-Portuguesa de Psicoloxía e Educación, 5(7), 1138-1163. Available at: http://hdl.handle.net/2183/6882
- Extremera, N., Durán, A., & Rey, L. (2007). Inteligencia Emocional y su relación con los niveles de burnout, engagement y estrés en estudiantes universitarios. Revista de Educación, 342, 239-256.
- Fernández, E., Bernardo, A., Suárez, N., Cerezo, R., Núñez, J.C., & Rosário, P. (2013). Predicción del uso de estrategias de autorregulación en educación superior. Anales de Psicología, 29(3), 865-875 . Fidalgo-Blanco, A., Sein-Echaluce, M.L., & García-Peñalvo, F.J. (2022). Método basado en Educación 4.0 para mejorar el aprendizaje: lecciones aprendidas de la COVID-19. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 49-72. https://doi.org/10.5944/ried.25.2.32320
- Freire, P. (2005) [1970]. Pedagogía del oprimido (55ª ed.). Siglo XXI Editores.
- García-Aretio, L. (2017). Educación a distancia y virtual: calidad, disrupción, aprendizajes adaptativo y móvil. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 9-25. https://doi.org/10.5944/ried.20.2.18737
- García-Valcárcel, A., & Tejedor-Tejedor, F.J. (2017). Percepción de los estudiantes sobre el valor de las TIC en sus estrategias de aprendizaje y su relación con el rendimiento. Educación XX1, 20(2), 137-159. https:// doi.org/10.5944/educxx1.19035
- García, M. (2012). La autorregulación académica como variable explicativa de los procesos de aprendizaje universitario. Revista de Currículum y Formación del Profesorado, 16(1), 203-221. Available at: http://hdl.handle.net/10481/23005
- Garson, G.D. (2015). Structural Equation Modeling. Statistical Publishing Associates
- Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593. https://doi.org/10.1111/bjet.12872
- Grau, R., Agut, S., Martínez, I., & Salanova, M. (2002). Safety attitudes and its relationship with safety training and generalized self-efficacy. International Journal Occupational Safety and Ergonomics, 8(1), 23-35. https://doi.org/10.1080/10803548.2002.11076512
- Hadwin, A.F., Oshige, M., Gress, C.L.Z., & Winne, P.H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26(5), 794-805. https://doi.org/10.1016/j.chb.2010.01.003
- Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1999). Análisis Multivariante (5ª ed.). Iberia.
- Hayes, A.F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.
- Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
- Hu, L., Bentler, P.M., & Kano, Y. (1992). Can test statistics in covariance structure analysis be trusted? Psychological Bulletin, 112, 351-362. https://doi.org/10.1037/0033-2909.112.2.351
- Huilca, C., & Ávalos, J.C. (2013). Las tecnologías de la información y comunicación y su relación con el rendimiento académico en estudiantes de odontología. Kiru, 10(1), 14-17.
- Jackling, B., & Natoli, R. (2011). Student engagement and departure intention: An Australian university perspective. Journal of Further and Higher Education, 35(4), 561-579. https://doi.org/10.1080/0309877X.2011.584970
- Kizilcec, R.F., Pérez-Sanagustín, M., & Maldonado, J.J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
- Klenowski, V. (2004). Desarrollo de portafolios para el aprendizaje y la evaluación. Nancea. Kline, R.B. (1998). Principles and Practice of Structural Equation Modeling. Guilford Press.
- Lin, C., Tang, W., & Kuo, F. (2012). Mommy Wants to Learn the Computer: How Middle-Aged and Elderly Women in Taiwan Learn ICT Through Social Support. Adult Education Quarterly, 62(1), 73-90. https://doi.org/10.1177/0741713610392760
- Machuca-Vivar, S.A., Sampedro-Guamán, C.R., Palma-Rivera, D.P., & Villalta-Jadán, B.E. (2021). Autorregulación del aprendizaje en línea y procrastinación académica como factores de la efectividad del aprendizaje virtual. Revista Conrado, 17(S3), 122-130. Available at: https://conrado.ucf.edu.cu/index.php/conrado/article/view/2147
- MacKinnon, D.P., Krull, J.L., & Lockwood, C.M. (2000). Equivalence of the mediation, confounding and suppression effect. Prevention Science, 1(4), 173-181. https://doi.org/10.1023/A:1026595011371
- Main, D. (2017). Who are the Millennials? Available at: https://www.livescience.com/38061-millennials-generation-y.html (Accessed: December 2022).
- Marcelo, C., & Rijo, D. (2019). Aprendizaje autorregulado de estudiantes universitarios: los usos de las tecnologías digitales. Revista Caribeña de Investigación Educativa, 3(1), 62-81. https://doi.org/10.32541/recie.2019.v3i1.pp62-81
- Martínez-Fernández, J.R., & Rabanaque, S. (2008). Autorregulación y trabajo autónomo del estudiante en una actividad de aprendizaje basada en las TIC. Anuario de Psicología, 39(3), 311-331.
- Medina, N., Fereira, J., & Marzol, R. (2018). Factores personales que inciden en el bajo rendimiento académico de los estudiantes de geometría. Telos: Revista de Estudios Interdisciplinarios en Ciencias Sociales, 20(1), 4-28. https://doi.org/10.36390/telos201.02
- Mehring, J. (2018). The Flipped Classroom. In Mehring, J., & Leis, A. (Eds.), Innovations in Flipping the Language Classroom (3-17). Singapur: Springer International Publishing. Available at: https://lib.ugent.be/catalog/ebk01:4100000001382298 https://doi.org/10.1007/978-981-10-6968-0_1
- Molina, P., Valenciano, J., Valencia-Peris, A., Muñoz, D., Monforte, E., Martos, D. et al. (2013). Edublogs y aprendizaje colaborativo en la Universidad. In Ramiro, T., & Ramiro, M.T. (Comps.), X Foro Internacional sobre la Evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES) (277-282). X FECIES, Granada. Available at: http://www.ugr.es/~aepc/XFORO/LIBRORESUMENESXFORO.pdf
- Moustaki, I. (2001). A review of exploratory factor analysis for ordinal categorical data. In Cudeck, R., du Toit, S., & Sörbom, D. (Eds.), Structural equation modeling: Present and future (461-480). Scientific Software.
- Muthén, B.O., & Muthén, L.K. (2004). Mplus user’s guide. Muthén & Muthén.
- Nguyen, L.T., & Ikeda, M. (2015). The effects of ePortfolio-based learning model on student self-regulated learning. Active Learning in Higher Education, 16(3), 197-209. https://doi.org/10.1177/1469787415589532
- Noshahr, R., Talebi, B., & Mojallal, M. (2014). The relationship between use of cell-phone with academic achievement in female students. Applied Mathematics in Engineering, Management and Technology, 2(2), 424-428. https://doi.org/10.1177/2158244015573169
- Ozsoy, G., Memis, A., & Temur, T. (2009). Metacognition, study habits and attitudes. International Electronic Journal of Elementary Education, 2(1), 154-166.
- Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. In Wigfield, A., & Eccles, J.S. (Eds.), Development of achievement motivation (249-284). Academic Press. https://doi.org/10.1016/B978-012750053-9/50012-7
- Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551-576. https://doi.org/10.14204/ejrep.30.12200
- Perera, L., & Richardson, P. (2010). Students' Use of Online Academic Resources within a Course Web Site and Its Relationship with Their Course Performance: An Exploratory Study. Accounting Education: An International Journal, 19(6), 587-600. https://doi.org/10.1080/09639284.2010.529639
- Perry, N.E., & Winne, P. (2013). Key to promoting self-regulated learning. Teacher Newsmagazine, 25(5), 8-9.
- Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In Wigfield, A., & Eccles, J.S. (Eds.), Development of achievement motivation (249-284). Academic Press. https://doi.org/10.1016/B978-012750053-9/50012-7
- Prendes-Espinosa, M.P., & Sánchez-Vera, M.M. (2008). Portafolio electrónico: posibilidades para los docentes. Pixel-Bit. Revista De Medios Y Educación, (32), 21-34. Available at: https://recyt.fecyt.es/index.php/ pixel/article/view/61276
- Reeve, J., Cheon, S.H., & Jang, H. (2020). How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology, 62, 101899. https://doi.org/10.1016/j.cedpsych.2020.101899
- Reich, J. (2015). Rebooting MOOC Research. Improve assessment, data sharing, and experimental design. Science, 347(6217), 34-35. https://doi.org/10.1126/science.1261627
- Rodríguez-Martín, B., & Castillo-Sarmiento, C.A. (2019). Entornos virtuales de aprendizaje. Posibilidades y retos en el ámbito universitario. Ediciones de la Universidad de Castilla-La Mancha. https://doi.org/10.18239/atena.14.2019
- Rodríguez-Peñarroja, M. (2020). La motivación y el uso de las TIC: Integrando el diseño web corporativo en la clase de inglés para fines específicos. Tecnologías educativas y estrategias didácticas, 713-722.
- Rosário, P., Núñez, J., & González-Pienda, J. (2004). Stories that show how to study and how to learn: an experience in Portuguese school system. Electronic Journal of Research in Educational Psychology, 1, 131-144
- Rowe, F., & Rafferty, J. (2013). Instructional design interventions for supporting self-regulated learning: enhancing academic outcomes in postsecondary e-learning environments. Journal of Online Learning and Teaching, 9(4), 590-601. Available at: http://jolt.merlot.org/vol9no4/rowe_1213.pdf
- Rubio, M.J., & Galván, C. (2013). Portafolios digitales para el desarrollo de competencias transversales. Aportaciones principales de los estudios con Carpeta Digital en el marco del grupo de investigación Ensenyament i Aprenentatge Virtual. Digital Education Review, 24, 53-68.
- Salas, F. (2002). Epistemología, educación y tecnología educativa. Revista Educación, 26(1), 9-18. https://doi.org/10.15517/revedu.v26i1.2873
- Sánchez-García, A.B., & Galindo-Villardón, P. (2018). Uso e integración de las TIC en el aula y dificultades del profesorado en activo de cara a su integración. Profesorado, Revista de Currículum y Formación del Profesorado, 22(3), 341-358. https://doi.org/10.30827/profesorado.v22i3.8005
- Sánchez-Valverde, C. (2018). Freire visto por Freire: la vigencia de la Pedagogía del oprimido. Revista Iberoamericana de Educación, 78(2), 9-21. https://doi.org/10.35362/rie7823283
- Satorra, A., & Bentler, P.M. (1994). Corrections to test statistic and standard errors in covariance structure analysis. In Von Eye, A., & Clogg, C.C. (Eds.), Analysis of latent variables in developmental research (399-419). Sage.
- Schunk, D. (2012). Teorías del aprendizaje. Una perspectiva educativa (6th ed.). México: Pearson.
- Schunk, D.H., & Zimmerman, B.J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32(4), 195-208. https://doi.org/10.1207/s15326985ep3204_1
- Suarez-Riveiro, J.M., Martinez-Vicente, M., & Valiente-Barroso, C. (2020). Academic performance in relation to different levels of executive functioning and perceived childhood stress. Psicología Educativa, 26(1), 77-86. https://doi.org/10.5093/psed2019a17
- Tabachnick, B.G., & Fidell, L.S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon/Pearson Education.
- Valencia-Ortiz, R., Cabero-Almenara, J., & Garay-Ruiz, U. (2020). Influencia del género en el uso de redes sociales por el alumnado y profesorado. Campus Virtuales, 9(1), 29-39. https://doi.org/10.21556/edutec.2020.72.1649
- Van Laer, S., & Elen, J. (2017). In search of attributes that support self-regulation in blended learning environments. Education and Information Technologies, 22(4), 1395-1454. https://doi.org/10.1007/s10639-016-9505-x
- Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers & Education, 51(3), 1392-1404. https://doi.org/10.1016/j.compedu.2008.01.003
- Vohs, K., & Baumeister, R. (2016). Handbook of self-regulation: Research, theory, and applications. Guilford Publications.
- Wittwer, J., & Senkbeil, M. (2008). Is students’ computer use at home related to their mathematical performance at school? Computers & Education, 50, 1558-1571. https://doi.org/10.1016/j.compedu.2007.03.001
- Yung, Y.F., & Bentler, P.M. (1994). Bootstrap-corrected ADF test statistics in covariance structure analysis. British Journal of Mathematical and Statistical Psychology, 47, 63-84. https://doi.org/10.1111/j.2044-8317.1994.tb01025.x
- Zhao, X., Lynch, J.G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197-206. https://doi.org/10.1086/651257
- Zimmerman, B.J., & Moylan, A.R. (2009). Self-Regulation: Where metacognition and motivation intersect. In Hacker, D.J., Dunlosky, J., & Graesser, A.C. (Eds.), Handbook of metacognition in education (299-316). The educational psychology series. Routledge.
- Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022-0663.81.3.329