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![Figure 2: The Domains of Agency Resources [19, 21]](profile/Peng-Zhang-238/publication/377223322/figure/fig1/AS:11431281216307875@1704700739870/The-Domains-of-Agency-Resources-19-21_Q320.jpg)
This qualitative study investigates senior high school students' perceptions of their agency's resources in three agency domains: individual, contextual, and relational, in an e-portfolio learning context. A semi-structured interview was conducted with a purposeful sample of senior high school students, and the acquired data were thematically analy...
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... study aimed to examine the agency of senior high school students transitioning to higher education, as well as their agency enactment during learning with eportfolios. Figure 2 illustrates the AUS Scale framework, designed as a multidimensional instrument for assessing course-specific agency [19,21]. The AUS Scale has been validated in Finland and Spain [19,21], demonstrating its cross-cultural applicability and reliability. ...
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... Within the realm of e-portfolio learning, agency is manifested when students engage in creating and managing their own e-portfolios; this entails undertaking tasks such as making decisions, reflecting, and setting objectives (Zhang & Tur, 2023a). However, the emphasis goes beyond the ultimate product and encompasses the transformative learning experience inherent in the e-portfolio creation process. ...
... With the aim of exploring and understanding students' perceptions, a mixed-methods approach was designed, including techniques to collect quantitative and qualitative data. Regarding the former, an electronic survey based on a Likert scale was delivered, which had been developed ad hoc in previous stages of the research (Zhang & Tur, 2023a). It is based on the agency framework by Jääskelä et al. (2017Jääskelä et al. ( , 2023, and includes each element defined in the three domains in each e-portfolio stage. ...
... Agency enactment is more prominent in the contextual domain during the Implementation phase when students believe they have the opportunity to make choices and participate. Students' engagement and motivation can be increased by allowing them to personalize and record their learning evidence (Zhang & Tur, 2023a). This can foster a sense of ownership and satisfaction in their accomplishments, improving their overall learning experience. ...
Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design in secondary education, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. Among the findings, it can be argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students’ agency and provide educators with guidance.
... One of the developments that have significantly impacted learning environments is the advent of electronic portfolios or e-portfolios as dynamic learning instruments. It has been extensively documented that they have an effect on student engagement, self-directed learning, and assessment, demonstrating their capacity to transform learning experiences and outcomes (López-Crespo et al., 2021) and, more recently, students' agency (Zhang & Tur, 2023a). Despite the recognition of e-portfolios as a catalyst for educational advancement, the full extent of their benefits, particularly when integrated within a co-designed learning framework in which close collaboration between teachers and students is well defined, is yet to be fully explored. ...
This study performs a pilot validation of the Co-PIRS model., a co-design paradigm for integrating e-portfolios into learning environments and addressing students’ agency, organizing roles into four phases. This paper examines the model's effectiveness by exploring learners' satisfaction with the co-design approach, their evaluation of each Co-PIRS phase, and their suggestions for modifications, using an ad hoc questionnaire adaptation. The research utilizes a mixed-methods design, incorporating quantitative statistical analysis to explore students' satisfaction with multiple factors in the learning process, descriptive quantitative data about students' evaluation of each phase regarding coherence, adequacy, and clarity, and participants' qualitative feedback to refine the model. The results show that there is a positive correlation between students’ satisfaction, motivation, dedication, and evaluation, and there is a negative correlation between students’ satisfaction with teacher instruction clarity and the perceived usefulness of materials. Suggestions by students are mainly for eliminating tasks in each phase. The study offers a pilot validation of the model and reflects on the implications for educational research, policy-making and practices, which may further contribute to instructional design and educational innovation.
