Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17341
Title: 
Student teachers’ motivation and perceptions of e-portfolio in the context of problem-based learning
Authors: 
Keywords: 
Problem-based learning
E-portfolio
Self-determination theory
Motivation e-portfolios in PBL
Issue Date: 
2013
Citation: 
Chye, S. Y., Liau, A. K., & Liu, W. C. (2013). Student teachers’ motivation and perceptions of e-portfolio in the context of problem-based learning. The Asia-Pacific Education Researcher, 22(4), 367-375.
Abstract: 
E-portfolios are increasingly seen as a promising
tool for facilitating learning as students engage in the Problem-
Based Learning (PBL) process. Research that evaluates
e-portfolios in the context of PBL is, however, limited. In
addition, advantages of the use of e-portfolios both generally
as well as in the context of PBL have tended to be advanced
from the researcher’s perspective. Studies that have evaluated
student perceptions remain unclear with regard to the factors
beyond specific features of the e-portfolio which are likely to
affect the perceptions. The purpose of this study is to address
these gaps from the perspective of self-determination theory
(SDT). It seeks to examine howstudent teachers’motivational
profile and their experiences of value, enjoyment, and effort
are related to their perceptions of the e-portfolio in a PBL
environment. Participants in this study were 413 students
teachers enrolled in the Diploma in Education programme at
the National Institute of Education, Singapore. Results were
consistent with SDT and suggest that students withmore selfdetermined
forms of motivation and who reported enjoying,
valuing, and putting effort into the process weremore likely to
view e-portfolios in PBL in a positive light.
URI: 
ISSN: 
0119-5646
Other Identifiers: 
10.1007/s40299-012-0022-4
Website: 
Appears in Collections:Journal Articles

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