This study explores the use of ePortfolios as an efficient assessment tool to support students pursuing a Business degree, where Finance is a major component. We conducted an analysis on the role of ePortfolios in Higher Education at Dublin Institute of Technology (Republic of Ireland) and at Universitat Jaume I (Spain) for undergraduate studies. Our findings suggest that ePortfolios could be used to facilitate and enhance students self-regulated learning experiences where the role of the instructor is fundamental at early stages-to ensure that the learning process comply with basic academic standards-and diminishes as students become familiar with their course requirements, the ePortfolio's artefact's and the quality of work that is expected. Overall, students' judgment of the ePortfolio as a tool to complement their education was very positive as they found that their learning experience improved significantly and allowed them to benefit from breaks on their traditional learning approach. The initial evidence suggests that ePortfolios could be used to support technical and complex modules under a controlled environment that ensures that students do not lose focus from their core studies but simultaneously they are flexible enough to allow them to be creative and integrate their own ideas and views on their learning experience. This study allowed us to identify the need for further research looking to understand the characteristics and value of ePortfolios to support Finance Studies with the aim of enhancing assessment and learning strategies in Higher Education that foster student involvement in the learning process.
<p>Educators should consider responsible feedback as one of their main priorities when designing their learning and teaching strategies. It is well known that feedback is the bridge between students’ and instructors, as students’ work and efforts are reviewed and put into an appropriate learning context. Quality feedback acts as a main motivator to students because they are able to identify specific areas that require improvement and their specific attention. Feedback should offer appropriate coaching and guidance to students. It should help them to understand how they should progress to align their work with best practices identified in their course curriculums. We need to remember that students are avid learners and that they need tutoring, mentoring, objective and clear guidelines that aim at keeping them focused and motivated on their education. Additionally, we need to reflect on the role of educators in this process. Educators should be capable of elaborating responsible feedback that communicates course goals to their students in an efficient and constructive manner. We argue that electronic portfolios (ePortfolios) help instructors in the development of quality and responsible feedback. In addition, ePortfolios also encourage students to take ownership of their learning through a student-centred-approach.</p>
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