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The study was a quasi-experiment with nonequivalent pretest-posttest control group design aiming to investigate the influence of Web Portfolio assessment system on the learning motivation. The participants were 71 students in a technical college. The treatment group (n=35) reflected on their learning using Web Portfolio assessment system, whereas the control group (n=36) suing traditional paper-based portfolio assessment. After 10 weeks practice, the quantitative analysis was carried out to compare the differences of reflection on the motivation between the groups. A content analysis was performed to evaluate the participants’ willingness for reflection, as well as the satisfaction with the Web Portfolio assessment system. The research results indicated that: (1) Students were satisfied with the mechanism of writing, editing, and guidance on the web system; (2) The Web Portfolio assessment system outperformed the paper-based portfolio assessment system in the observation on learning motivation. The task value exerts the highest motivation, followed by self-efficacy; (3) The learning motivation was enhanced by the using of the Web Portfolio assessment system; (4) Two subscales of motivation, the task value and study anxiety, were not influenced by the willingness for reflection and satisfaction with the system mechanism. However, the satisfaction with the writing and editing mechanism enhanced the task value. The higher the willingness for reflection, the higher the study anxiety; (5) In general, self-efficacy was influenced by the willingness for reflection and satisfaction with the system mechanism. The willingness for reflection had impacts on the satisfaction with system mechanism in terms of writing, editing, and guidance. Meanwhile, students of high willingness for reflection used guidance mechanism more often than writing mechanism.
|Appears in Collections:||教師著作|
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