Students’ Beliefs Regarding the Use of E-portfolio to Enhance Cognitive Skills in a Blended Learning Environment

Authors

  • Prakob Koraneekij Chulalongkorn University
  • Jintavee Khlaisang Chulalongkorn University

DOI:

https://doi.org/10.3991/ijet.v14i02.8288

Keywords:

Belief, Blended Learning, E-portfolio, Cognitive skills

Abstract


This paper reports on a quantitative study on ICT readiness among undergraduate students in Thailand, students’ beliefs about use of e-portfolios in the Blended Learning Environment (BLE), and students’ beliefs about using e-portfolios to enhance their cognitive skills in the BLE. The sample group comprised 360 undergraduate students, divided by study fields. The data collection tool was a questionnaire of students’ beliefs. The reliability value of the questionnaire was 0.889. Data was analyzed using statistical analysis and f-test. The beliefs and needs were ranked by PNI modified. The research found that every student had a computer connected to the Internet. The analysis results of students’ beliefs about the use of e-portfolios in the BLE were positive and the top five results were: (1) learning by creating work, (2) enhancing creativity, (3) enhancing the problem solving skill, (4) enhancing critical thinking, and (5) enhancing authentic assessment. The current state of using e-portfolios to enhance cognitive skills in the BLE was at average level, while the needs were at the high level.

Author Biographies

Prakob Koraneekij, Chulalongkorn University

Associate Professor, Department of Educational Technology and Communications, Chulalongkorn University, Bangkok, Thailand.

Jintavee Khlaisang, Chulalongkorn University

Associate Professor, Department of Educational Technology and Communications, Chulalongkorn University, Bangkok, Thailand.

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Published

2019-01-30

How to Cite

Koraneekij, P., & Khlaisang, J. (2019). Students’ Beliefs Regarding the Use of E-portfolio to Enhance Cognitive Skills in a Blended Learning Environment. International Journal of Emerging Technologies in Learning (iJET), 14(02), pp. 85–104. https://doi.org/10.3991/ijet.v14i02.8288

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Section

Papers