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Support as a Mediator of the Impact of Cognitive Load on Students' E-Portfolio Learning Outcomes

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Abstract:

In this study we analyzed the role that support plays in undergraduate students' learning processes in an e-portfolio context. Three categories of support were identified and used in this study: peer, instructional, and document support. Questionnaire data from 374 undergraduate students were collected and analyzed. Results indicate that support plays a mediating role in cognitive load and learning outcomes when e-portfolios are used in a classroom setting. The results also show that e-portfolio tools increase the cognitive demands on students and that students perceive better learning outcomes in a course when they receive more support. This information could be used to improve our understanding of how educational assessment systems and learning tools should be designed and implemented.

Keywords: ASSESSMENT; COGNITIVE LOAD; E-PORTFOLIO; LEARNING OUTCOMES; SUPPORT; UNDERGRADUATE STUDENTS

Document Type: Research Article

DOI: http://dx.doi.org/10.2224/sbp.2013.41.1.17

Publication date: February 1, 2013

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