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Abrami, C. Anne Wade, Vanitha Pillay, Ofra Aslan, Eva M. Bures, Caitlin Bentley  \nAuthors  \nPhilip C. Abrami is with the Centre for the Study of Learning & Performance, Concordia University, Canada . Correspondence regarding this article can be sent to:abrami@education.concordia .ca  \nC. Anne Wade, Vanit ha Pillay, Ofra Aslan, Eva M. Bures, and Caitlin Bentley, are also with the Centre for the Study of Learning & Performance, Concordia University, Canada .  \nAbstract: At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self regulation and enhance student core competencies . This paper summarizes the literature on electronic portfolios ( EPs) , describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions . Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec . Student and teacher post test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to beemerging skills among students . Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to . Focus groups also revealed the challenges of using portfolios to teach children to self regulate . And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self regulation.  \nRésumé : Au Centre d’études sur l’apprentissage et la performance (CEAP) de l’Université Concordia à Montréal, Québec, nous avons conçu le logiciel de portfolio électronique réflexif pour l’apprentissage des élèves ( PERLE) afin d’encourager l’apprentissage autorégulé chez les élèves etd’accroître leurs compétences de base . Cet article présente un résumé de la documentation sur les portfolios électroniques, une description de PERLE, ainsi que nos résultats de recherche documentés à ce jour, y compris des analyses des ré ponses des enseignants et des élèves . Les participants à cette étude se composaient de 62 enseignants, la plupart dans des écoles primaires, et de leurs élèves (environ 1200) provenant de sept commissions scolaires anglophones urbaines et rurales du Québec . Les ré ponses des élèves et des enseignants au posttest suggè rent que les portfolios et les processus d’apprentissage qu’ils soutiennent ont été perçus de manière positive et qu’ils ont été suffisamment assimilés pour setraduire par de nouvelles compétences chez les élèves . En revanche, les enseignants ont mentionné qu’enseigner les stratégies d’apprentissage autorégulé était nouveau et que cela exigeait de modifier leurs stratégies d’enseignement pour en adopter d’autres auxquelles ils n’étaient pas encore habitués . Les groupes de discussion ont également fait ressortir les défis liés à l’utilisation des portfolios dans le but d’apprendrel’autorégulation aux enfants . Enfin, l’analyse des portfolios des élèves a révélé que seulement une petite portion des travaux d’élèves démontrait des niveaux élevés d’autorégulation.  \nEncouraging self regulated learning through electronic portfolios  \nIf we are to revolutionize and dramatically enhance education, it will require engaging students and getting them to think meaningfully and strategically about learning, especially the learning of core competencies such as literacy skills . Students must become active learners capable of dealing with complex problems in innovative and imaginative ways . Student centered learning is an approach towards achieving this vision and technology can play an important role as ","cbCaioOuXvhRgnT6","https://ap.wps.com/l/cbCaioOuXvhRgnT6","pdf",1255023,12,"English","# Introduction\n## Background: self-regulated learning and literacy challenges\n## Electronic portfolios as a learning and assessment tool\n# Electronic portfolios and ePEARL\n## Definition and capabilities of electronic portfolios\n## How ePEARL supports self regulation","[{\"question\":\"What is ePEARL and what does it aim to improve?\",\"answer\":\"ePEARL is electronic portfolio software designed to encourage students’ self regulation and enhance core competencies, especially literacy skills.\"},{\"question\":\"Who participated in the study and how many?\",\"answer\":\"The study involved 62 school teachers and approximately 1200 students from seven urban and rural English school boards across Quebec.\"},{\"question\":\"How did teachers and students respond to using electronic portfolios?\",\"answer\":\"Posttest questionnaire responses suggested portfolios and the learning processes they support were positively viewed and helped students build emerging skills, while teachers highlighted that teaching SRL strategies was new and required changes in teaching approaches.\"}]","Encouraging self regulated learning through electronic portfolios - A study on ePEARL and electronic portfolios | PDF",1792085532]