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Promoting Students’ Engagement in a Cloud- based Portfolio Meso-System
Reyhane Sadat Hoseini Beheshti1 , Hamidreza Hassanabadi * 2
1- Kharazmi University
2- , Kharazmi University , dr_hassanabadi@khu.ac.ir
Abstract:   (123 Views)
The present study was conducted with the aim of investigating the effect of involving parents in the relationship between home and school in a cloud-based portfolio platform on their children's academic engagement. An inter-active portfolio was designed in the experimental group and a show case portfolio in the control group. A quasi-experimental design with post-test and 2-month follows up with a control group was used. A total 30 female third grade (k-3) students were placed as volunteers in the experimental group (15 people) and the control group (15 people).  The students of the experimental group along with their parents interacted with their teachers through reflection and feedback in cloud-based portfolio mesosystem platform for 2 months. Participating students responded to Reeve and Tseng's (2011) academic engagement questionnaire after the implementation and in the one-month follow-up phase. A repeated measures ANOVA was used to analyze the data. In addition, to check the level of academic engagement and interaction of students in cloud-based portfolio, their log file was analyzed. The results showed that the involving of parents in the relationship between home and school through the cloud-based portfolio was effective on their children’s academic engagement (cognitive, behavioral, emotional, and Agentic). Analysis of users' log ‘showed that the students of the experimental group were quantitatively and qualitatively more engaged in learning activities than the control group. The cloud-based portfolio seems to be an innovative platform for involving parents in their children's learning and bridging the gap between home and school.
 
Keywords: Home- School Relationship, Parental Involvement, Cloud- based Portfolio, Student Engagement
     
Type of Study: Research | Subject: Special
Received: 2024/03/3 | Revised: 2024/05/7 | Accepted: 2024/05/25 | ePublished ahead of print: 2024/08/2
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