Self-directed Learning in e-Portfolios: Design Issues and Investigation of Students' Performance

This paper presents an investigation on students’ learning presence in a blended post-graduate course, designed to promote self-directed learning through e-portfolio activities. The theoretical foundations and the key dimensions of e-portfolio learning activities are outlined, i.e. students’ construction, reflection and collaboration. Following are presented the organizational and the analysis framework of students’ self-directed learning and constructive activities within the e-portfolio. Descriptive analysis and Social Network Analysis of the research data revealed important information regarding individual performance, interaction and collaboration among participants as well as the whole e-portfolio community.

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