An Empirical Evaluation of E-Portfolio Critical Success Factors

Abstract

This paper further explores and empirically evaluates Critical Success Fac-tors (CSFs) for successful implementation of the next generation of ePortfo-lio systems in academic institutions. Interpretive Structural Modelling (ISM) is used to empirically evaluate the nature of CSFs and to determine their relationships. The identified factors were found to be critical for the successful implementation and deployment of ePortfolios. Moreover, three-level hierarchy between CSFs has been revealed and presented in the final ISM model. In the end, the main drivers for successful implementation of ePortfolio in educational settings were detected and their influence on the remaining CSFs was explained.

Training to Support ePortfolio Users During Clinical Placements: a Scoping Review

“…Therefore, in-depth information about the training outcomes and their impact on ePortfolio use is lacking. The minimal attention paid to user training in ePortfolio research is noticeable, given it is identified as a critical success factor for ePortfolio implementation [22]. More research is needed that focuses on ePortfolio user training initiatives and their outcomes as the core object of study; preferably based on experimental designs allowing to compare different training approaches and direct outcome variables.…”

“…To ensure optimal use of ePortfolios, they must be implemented in a well-considered way and barriers that reduce the positive effects of ePortfolio use or hinder students, teachers or clinical mentors' motivation to use the tool should be addressed [20,21]. ePortfolio user training responds to these barriers and thus is considered as critical for successful ePortfolio implementation [22]. Educational programs that adopt ePortfolios recognize the need for user training and include it as part of the implementation phase [23,24].…”

E-Portfolio for Distance Learning in Elementary School

“…Therefore, an e-portfolio as a digital form facilitates documentation of owner learning and understanding and better represents the owner's personality and achievements (Oner & Adadan, 2011). However, e-portfolios are more than just a collection of personal works and artifacts; they encourage reflection, feedback, and an in-depth exchange of ideas (Balaban, 2020). According to Barrot (2020), e-portfolios are more flexible and facilitate owners' control of inputs over time.…”

Exploring Items for Measuring Self-initiated Professional Development Construct in The Context of Continuous Professional Development System Usage

“…Several countries or organizations have different CPD systems from various disciplines (Round, 2013), using terms like electronic portfolio (e-portfolio), electronic CPD (e-CPD), electronic training (e-training), or electronic Daftar (e-Daftar) (Abdullah et al, 2016;Balaban et al, 2013;Balaban, 2020;Garg & Sharma, 2020;Gyamfi et al, 2023;Razali et al, 2021;Razak & Yusop, 2013;Rosly & Khalid, 2018;San Jose, 2017;Song, 2021) as part of their training management system. The CPD system helps teachers manage their training based on their participation in CPD activities across various platforms or methods.…”