Using ePortfolio-Based Learning Approach to Facilitate Knowledge Sharing and Creation among College Students

Autor/inn/en	Chang, Chi-Cheng; Chou, Pao-Nan; Liang, Chaoyan
Titel	Using ePortfolio-Based Learning Approach to Facilitate Knowledge Sharing and Creation among College Students
Quelle	In: Australasian Journal of Educational Technology, 34 (2018) 1, S.30-41 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Portfolios (Background Materials); Electronic Publishing; Knowledge Management; Information Dissemination; Sharing Behavior; College Students; Majors (Students); Engineering Education; Multivariate Analysis; Pretests Posttests; Experimental Groups; Control Groups; Questionnaires; Learning Processes; Outcomes of Education; Statistical Analysis + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Wissensmanagement; Informationsverbreitung; Collegestudent; Ingenieurausbildung; Multivariate Analyse; Fragebogen; Learning process; Lernprozess; Lernleistung; Schulerfolg; Statistische Analyse
Abstract	The purpose of the present study was to examine the effects of the ePortfolio-based learning approach (ePBLA) on knowledge sharing and creation with 92 college students majoring in electrical engineering as the participants. Multivariate analysis of covariance (MANCOVA) with a covariance of pretest on knowledge sharing and creation was conducted for examining differences in knowledge sharing and creation between an experimental group (a total of 47 participants using ePBLA) and a control group (a total of 45 participants not using ePBLA or creating eportfolio). A t-test was also performed for examining the differences in knowledge sharing and creation of the experimental group before and after using ePBLA. The results showed that: a) the experimental group had significantly better knowledge sharing and creation than the control group; and b) the experimental group had significantly better knowledge sharing and creation after using ePBLA. The results implied that ePBLA facilitated knowledge sharing and creation. Furthermore, relationships between knowledge sharing and creation were also enhanced by the use of ePBLA. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01