The Relationship between Reflection Performance and Learning Performance with Learners Using Web-Based Portfolio
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Chang, C.C., Tseng, J.S. & Chen, C.C. (2011). The Relationship between Reflection Performance and Learning Performance with Learners Using Web-Based Portfolio. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 2884-2897). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38273.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
June 27, 2011
Theo Bastiaens & Martin Ebner
More Information on EDMEDIA
Table of Contents
The purpose of this study was to examine the relationship between reflection performance and learning performance with learners using web-based portfolio. The participants were 45 eighth graders randomly selected from computer classes at a middle school in Taiwan. The result revealed that (a) the relationship between number of words in reflection and learning performance was insignificant; (b) frequency of reviewing peers' reflections had a significantly positive relationship with attitude; (c) time spending on reading peers' reflections had significantly positive relationships with project and attitude; and (d) grade for reflection was significantly positive correlated with project and attitude. Overall, among the three aspects of learning performance, attitude had the strongest relationship with reflection performance following by project and test, respectively.
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