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Reflective practice helps students articulate knowledge and skills to peers, teachers, and future employers while supporting assessment of whether teaching aligns with core learning objectives. A 2012/13 pilot in a sophomore molecular cell biology course evaluated the impact of an e-portfolio assignment on learning and engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/e-portfolios-rescue-biology-students-from-a-poorer-final-exam-result-promoting-student-metacognition/594638/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/e-portfolios-rescue-biology-students-from-a-poorer-final-exam-result-promoting-student-metacognition/594638.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning problem do e-portfolios aim to address for students?","Question",{"text":112,"@type":113},"They address students’ difficulty articulating and integrating their learning, including applying prerequisite knowledge to later courses. E-portfolios provide structure for reflective practice and help students connect learning across contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the metacognition concept relate to e-portfolios in the text?",{"text":117,"@type":113},"Metacognition is described as planning, monitoring, and evaluating one’s own learning. The e-portfolio process supports this by having students collect evidence of learning and publicly reflect on their thinking.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key outcomes from the 2012/13 e-portfolio pilot described?",{"text":121,"@type":113},"Students who completed the e-portfolio assignment had a reduced risk of performing worse on the final relative to their midterm. The pilot also indicated benefits for engagement and supports that Google Sites can function well as the platform, while emphasizing that instructors need not be technical experts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594638,1792166768,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","E-portfolios rescue biology students from a poorer final exam result: Promoting student metacognition  \nNeil Haave, PhD*  \nDepartment of Science, Augustana Faculty, University of Alberta, Camrose, AB CANADA T4V 2R3  \n*[Corresponding Author:](Corresponding Author: nhaave@ualberta.ca)[ ](Corresponding Author: nhaave@ualberta.ca)[nhaave@ualberta.ca](Corresponding Author: nhaave@ualberta.ca)  \nAbstract: E-portfolios have the potential to transform students’ learning experiences. They promote reflection on the significance of what and how students have learned. Such reflective practices enhance students’ ability to articulate their knowledge and skills to their peers, teachers, and future employers. In addition, e-portfolios can help assess the ability of teachers and institutions to inculcate students with their core learning objectives and skills. In 2012/13, I piloted the use of an e-portfolio assignment in a sophomore molecular cell biology course to determine whether it could enhance student learning. My pilot assignment found: 1. The e-portfolio rescued students from a poorer final exam result relative to their midterm exam-students who did not complete the e-portfolio assignment had a greater probability of performing more poorly on the final relative to the midterm exam (p = 0.004); 2. Eportfolios can enhance student engagement; 3. Google Sites works well as an e-portfolio platform; 4. Instructors do not need to be technical experts when the e-portfolio platform is embedded in students’ everyday digital life; 5. Instructors are able to focus on developing students’ learning outcomes associated with e-portfolio assignments when e-portfolios are so embedded; 6. Students may choose whichever e-portfolio platform they prefer, needing only to submit a URL to their e-portfolio for grading.  \nKeywords: digital life; evidence of learning; Google Sites; independent learner; integrative learning; reflective practice; student engagement; student learning outcomes  \nINTRODUCTION  \nGraduating students often have difficulties clearly articulating their learning (Peet et al., 2011) . Likewise, some students struggle to apply prerequisite learning to subsequent courses. Both observations indicate that students can have difficulty integrating the significance and applicability of their learning. Some students appear to view education asa series of checkboxes; once a course is checked offa student’s list of requirements, students forget what they learned or fail to apply that learning to other educational contexts. E-portfolios may be able to address this situation, as there is evidence that eportfolios can transform students’ learning experiences by heightening student engagement (Herteis and Simmons, 2010) possibly by providing structure for student metacognition (Miller and Morgaine, 2009), which can improve academic performance (Tanner, 2012). E-portfolios provide a structure for students to communicate their learning to others and themselves. Externalizing their learning facilitates students’ ability to transfer their learning to simultaneous and subsequent learning experiences (Eynon et al., 2014) .  \nMetacognition has been defined as thinking about one’s own thinking or the ability to plan, monitor, and evaluate our own learning processes (Tanner, 2012) . Folio-thinking facilitates students’metacognition through the reflective process of collecting evidence of their learning (Chen and Light,  \n2010), and an e-portfolio publicly displays students’thinking about their learning. The portfolio process promotes higher order thinking (Eynon et al., 2014) by facilitating students’ analysis, synthesis, and evaluation of their learning (Herteis and Simmons, 2010) . The goal of e-portfolios is to teach students how to learn and improve academic performance (Tanner, 2012), which occurs when students collect evidence of their learning and write about the process used to produce their work. By writing about how they produced their work, students e","cbCaiiWQTkXW9SRu","https://ap.wps.com/l/cbCaiiWQTkXW9SRu","pdf",373138,"English","# Abstract\n# Introduction\n## Key learning challenges\n## Metacognition and e-portfolios\n## Reflection and assessment","[{\"question\":\"What learning problem do e-portfolios aim to address for students?\",\"answer\":\"They address students’ difficulty articulating and integrating their learning, including applying prerequisite knowledge to later courses. E-portfolios provide structure for reflective practice and help students connect learning across contexts.\"},{\"question\":\"How does the metacognition concept relate to e-portfolios in the text?\",\"answer\":\"Metacognition is described as planning, monitoring, and evaluating one’s own learning. The e-portfolio process supports this by having students collect evidence of learning and publicly reflect on their thinking.\"},{\"question\":\"What were the key outcomes from the 2012/13 e-portfolio pilot described?\",\"answer\":\"Students who completed the e-portfolio assignment had a reduced risk of performing worse on the final relative to their midterm. The pilot also indicated benefits for engagement and supports that Google Sites can function well as the platform, while emphasizing that instructors need not be technical experts.\"}]","E-portfolios rescue biology students from a poorer final exam result - Promoting student metacognition | PDF",1792079542]