| dc.description.abstract | In situated learning theory, education scholars believe that science learning content should be able to have a connection with learners’ lives so that learners can conduct thinking activities such as observation and analysis through collaborative learning or environment interaction and construct knowledge under instructors’ guidance in a virtual learning situation. In addition, from the perspective of constructivism, the main essence is that the knowledge formation needs to be actively constructed by cognitive subjects but not passively accepted. Moreover, knowledge is evolved from constantly conversation and common sense of social coordination between individuals and others. However, most of the present studies of digital learning focus on conducting related research on e-learning internet platforms, but relatively few empirical studies on exploring personalized portfolios. As a result, the related studies on portfolios in e-learning platforms are still unable to accomplish the situated theory and constructivism brought out by education scholars. Therefore, in our study, we try to accomplish a personalized portfolio management and analysis mechanism by the application of related technologies of knowledge engineering and software engineering so that learners can use this e-Portfolio platform to record people, events, and things they observe, to conduct reflection from those situations, and further to experience the intrinsic nature and meaning of knowledge. The main purpose is to promote learners to achieve the internalization of personal experience.
The spirits of self-reflection and active involvement that e-Portfolio emphasizes make it worth of being studied on different aspects such as learners’ learning behavior, learning motivation, satisfaction and learning outcomes, and therefore is quite important and influential to learners, especially on the practice of education. As a result, we aim to conduct a holistic research on e-Portfolio by four research constructs, learning behavior, learning motivation, satisfaction and learning outcome. In the aspect of technology, our study tries to apply knowledge engineering to e-Portfolio in order to build a mechanism that allows learners to conduct self-management and self-supervision, and record their learning activities and outcomes. In the aspect of satisfaction, we incorporate learning-partner-recommendation mechanism and knowledge-recommendation mechanism in e-Portfolio. In addition, we combine the technology acceptance model and the information system success model to measure users’ satisfaction level toward the e-Portfolio system. In the aspect of learning behavior, learners can understand their own knowledge construction process and their learning behavior models in e-Portfolio. In the aspect of learning motivation, we introduce metacognitive strategies and the goal-orientation theory of the self-regulated learning theory in order to guide students to build up their metacognitive abilities and observe learners’ motivation models in using e-Portfolio. In the aspect of learning outcome, we add self-reflection, self-learning and self-assessment into e-Portfolio’s scoring rubric in order to understand learners’ learning outcomes in e-Portfolio.
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