Skip to main content

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

Buy Article:

$39.00 plus tax (Refund Policy)

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.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

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

Document Type: Research Article

Publication date: 01 February 2013

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more