Self-Regulated Learning and the Use of Online Portfolios: A Social Cognitive Perspective

Abstract

This study highlights the interrelationship among self-regulated learning (SRL) skills, the use of online portfolios, and social cognitive learning theory. It was conducted as a longitudinal mixed-methods study over one academic year with students enrolled in a postgraduate professional practice programme. The study used both quantitative and qualitative statistical analyses. Results showed a strong positive correlation between SRL skills and the perceptions of the usefulness of online portfolios. Based on these results, the researcher have suggested a new model which integrates students′ use of online portfolios; the influence of online portfolios on students′ SRL skills and vice versa; and the three social cognitive learning theory factors of person, behaviour and environment and their effect on students′ SRL skills across the three phases of forethought, performance, and self-reflection within an online learning environment.