Acceptability of a reflective e‐portfolio instituted in an orthodontic specialist programme: a pilot study

Abstract

The future successful implementation of the reflective e-portfolio will depend on the productive management of the acceptability issues identified by students and mentors, in particular:(i)the specificity of the e-portfolio that would avoid its overlapping with other part of the programme;(ii)the increasing communication amongst students to improve their knowledge of the reflective writing process; and (iii)the development of a relationship between students and mentors helping to create the appropriate environment for reflection.

A Review of Learning Styles in Orthodontic Education

“…The learning styles reviewed include "Portfolios and discussion as tools for development of reflection/Reflective e-portfolio (1,5), Test-enhanced learning (6), Scenario-based learning interface (7), Multimedia information sequencing (8), Interactive distance learning (9), Problembased learning (PBL) (10), and Felder and Soloman's index of learning styles (11). The participants for the studies were undergraduate dental students (6) and postgraduate orthodontic students (1,5,(7)(8)(9)(10)(11). Seven studies had a set amount of time as learning style intervention (1,(5)(6)(7)(8)(9)(10).…”

“…The participants for the studies were undergraduate dental students (6) and postgraduate orthodontic students (1,5,(7)(8)(9)(10)(11). Seven studies had a set amount of time as learning style intervention (1,(5)(6)(7)(8)(9)(10). The time ranges were between thirtyfive mins (9) to one year (1).…”

“…The time ranges were between thirtyfive mins (9) to one year (1). All the eight studies highlighted a positive outcome with six studies (1,5,7,(9)(10)(11) assessing the students' attitudes. Four studies (1,7,9,11) reported that students found their learning styles effective and engaging, worthwhile and comfortable with adequate access to technological assets.…”

Students’ perspectives on e-portfolio development and implementation: A case study in Taiwanese higher education

“…Some other studies have adopted mixed methods to incorporate quantitative approaches (e.g., statistical analyses and surveys) (Herner-Patnode & Lee, 2009;Johnson et al, 2007;Jun et al, 2007;Lin, 2008;Taylor et al, 2012;Tonni & Oliver, 2013). A summary of the literature concerning user perceptions of e-portfolios for both students and teachers indicates that qualitative studies reveal the authors' feelings and thoughts more so than quantitative studies (Abrami & Barrett, 2005;Dalton, 2007).…”

“…642 statistical analyses and surveys) can only disclose the authors' generalised perceptions (Abrami & Barrett, 2005;Dalton, 2007). More and more recent studies have adopted mixed methods to explore user attitudes and perceptions with regard to the use of e-portfolios; however, the scale of both prior and recent studies is small, within particular curricula or programs, and all indicate that the creation of e-portfolios is a course requirement or a tool for evaluating performance (Kocoglu, 2008;Lin, 2008;Lopez-Fernandez & Rodriguez-Illera, 2009;Taylor, Dunbar-Hall, & Rowley, 2012;Tonni & Oliver, 2013). Thus, beyond the context of one class and one campus, exploration of student perceptions in the context of higher education for implementing e-portfolios has not had full investigation, so far, particularly in Taiwan.…”