Title
Stimulating independent learning: a quasi-experimental study on portfolio Stimulating independent learning: a quasi-experimental study on portfolio
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Abingdon ,
Subject
Educational sciences
Source (journal)
Educational studies. - Abingdon
Volume/pages
34(2008) :5 , p. 469-481
ISSN
0305-5698
ISI
000262738200006
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
A portfolio model was developed which can serve as an alternative to the literature study with practical processing, the predominant dissertation model used in teacher education courses in Flanders. Using a pre- and post-test quasi-experimental design with 174 teacher students and 44 supervisors, we examined whether the use of portfolio as a dissertation model has a greater effect on the students capacity for independent learning than the literature study with practical processing, using three questionnaires. The research shows that portfolio results in students acquiring greater metacognitive knowledge. It also appears that students only get the chance to use their metacognitive skills when supervisors give them sufficient autonomy. However, supervisors experience loss of control and therefore tend to restrict students autonomy. This leads us to the paradox of independent learning: students will only learn independently when they are given the opportunity to learn independently. Supervisors need to transfer learner control.
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