E-Portfolio as a Means of Developing Learner’s Engagement and Autonomy at Secondary Schools
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There has been a growing emphasis on engagement and autonomy in education, particularly with an increasing focus on learner autonomy. Until recently, relatively little attention has been paid to fostering autonomy at the secondary school level, including through the use of portfolios. The principal aim of this study was to examine the impact of using an electronic portfolio on learner engagement and autonomy among secondary school students. The Student Course Engagement Questionnaire was employed to collect quantitative data from 31 participants in Slovakia. The findings revealed no statistically significant differences in course engagement across four defined factors (skills, emotional engagement, participation/interaction, and performance engagement) before and after using the portfolio over a nine-month period. However, participants’ responses to open-ended questions, along with five questionnaire items, indicated generally positive attitudes toward the Mahara portfolio. Based on these findings, the study outlines suggestions for future research that could further explore the role of electronic portfolios in promoting learner engagement, autonomy and responsibility.
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