Are eportfolios effective tools to promote self-regulation? An exploration of students self-perceptions

Luelmo del Castillo, M. J. and Pérez Cavana, M. L. (2022). Are eportfolios effective tools to promote self-regulation? An exploration of students self-perceptions. In: Guillén Riquelme, Alejandro ed. International Handbook of Innovation and Assessment of the Quality of Higher Education and Research. Thomson Reuters.



The promotion of self-regulation in higher education has become more and more relevant over the last decades since a growing number of research studies have established the link between self-regulation and learning performance (Cheng, 2011; Goulao & Cerezo Mendez, 2015; Macejka, 2014).

Considering the implicit characteristics of e-portfolios to develop reflection and self-regulation, our aim was to significantly increase this potential, by explicitly integrating the structure of self-regulation within a learning portfolio. In order to do that, we used Microsoft OneNote to build a self-regulation e-portfolio that would be user friendly and easily adaptable to the students’ needs.

Within the different models of self-regulation, we followed the three-phased cyclical model proposed by Zimmermann (2000): Forethought, Performance and Self-reflection. These three phases were adapted to our e-portfolio following Pérez-Cavana’s Personal Development Planning model creating the following pedagogical cycle (2019).

This self-regulatory e-portfolio was aimed at facilitating the reflection process through the learning cycle proposed and the questions included in each of the sections to guide the students in their first experience with a tool of these characteristics. This paper presents an original contribution on how students have perceived how their own learning changed or improved while working with a self-regulatory e-portfolio.

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