Elizabeth J. Meyer|Philip C. Abrami|Carrie Wade|Ofra Aslan|Louise Deault
Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL
Concordia University|Concordia University|Concordia University|Concordia University|Concordia University|McGill University
electronic portfolio multimedia container student work tool support key learning processes positive impact literacy practices selfregulated learning skills students article presents findings yearlong study conducted three canadian provinces 20072008 school year initially involving 32 teachers 388 students due varying levels implementation final data set included 14 teachers 296 students using nonequivalent pretestposttest design found grade 46 students classrooms teacher provided regular appropriate use electronic portfolio tool epearl ie mediumhigh implementation condition n 7 classrooms 121 students compared control students n 7 classrooms 175 students use epearl showed significant improvements p 05 writing skills standardized literacy measure ie constructed response subtest canadian achievement test4th ed certain metacognitive skills measured via student selfreport results study indicate teaching epearl positive impacts students literacy selfregulated learning skills tool used regularly integrated classroom instruction