Beliefs or Intentionality? Instructor Approaches to ePortfolio Pedagogy

Abstract

We provide evidence to substantiate the learning potential of eportfolios by focusing on instructor variables that influence eportfolio learning experiences. We conducted a mixed-methods study of over 800 students across 30 courses. Using survey, interview, and focus group data, we argue that instructors’ approaches to eportfolio activities play a critical but underappreciated role in whether the eportfolio will be a valued student learning experience. By adapting categorizations of deep, surface, and strategic learning, we argue that an instructor’s approach to eportfolios can be classified in a similar manner. We analyze how the instructor adheres to eportfolio best practices, and how the instructor manages student expectations and relays the importance of the eportfolio. As a result, we propose that instructors too can adopt a deep, surface, or strategic approach to eportfolios. Our data show that students generally benefit most when instructors adopt a deep, intentional approach to eportfolios, such as having a long-term investment in the course (e.g., teaching it more than one time), taking a hands-on approach with the administration of the eportfolio, and collaboratively designing the eportfolio activity. Nous présentons des preuves afin de justifier le potentiel d’apprentissage des ePortfolios en nous concentrant sur les variables des instructeurs qui influencent les expériences d’apprentissage présentées par les ePortfolios. Nous avons mené une étude à méthodologie mixte auprès de plus de 800 étudiants dans 30 cours différents. Nous avons recueilli des données suite à des sondages, des entrevues et des groupes de discussion et nous en avons déduit que les activités préparées pour les ePortfolios par les instructeurs jouent un rôle primordial mais toutefois non apprécié à sa juste valeur pour déterminer si le ePortfolio va être une expérience d’apprentissage enrichissante. En adaptant des catégorisations d’apprentissage profond, de surface et stratégique, nous pensons que l’approche d’un instructeur vis-à-vis du ePortfolio peut être classifiée de la même manière. Nous analysons la manière dont l’instructeur adhère aux meilleures pratiques du ePortfolio ainsi que la manière dont l’instructeur gère les attentes des étudiants et transmet l’importance du ePortfolio. En conséquence, nous proposons que les instructeurs eux aussi peuvent adopter une approche profonde, en surface et stratégique vis-à-vis des ePortfolios. Nos données indiquent qu’en général, les étudiants bénéficient le plus quand les instructeurs adoptent une approche profonde et intentionnelle vis-à-vis des ePortfolios, comme par exemple le fait de consacrer un investissement à long-terme dans le cours (par exemple, le fait de l’enseigner davantage qu’une seule fois), d’adopter une approche pratique vis-à-vis de l’administration du ePortfolio, et en assurant la conception en collaboration des activités du ePortfolio.

A Disruptive Innovation perspective on students’ opinions of online assessment

“…Face-to-face sessions on using Mahara were also available, though optional. Tse et al (2018) argue that students' approach to e-portfolios is partly determined by lecturers' knowledge of, confidence in and educational commitment to the technology: competent training and induction was available for the use of Mahara on the PGLA but was targeted primarily at students.…”

Maximizing the utility of online assessment tools in the pandemic era- A narrative review

“…The purpose of creating an ePortfolio may not be completely understood by the students. 26 b. If the e-learning platforms are not user friendly, the students may experience stress.…”

“…The ePortfolio can be introduced early in the semester and students should be asked to work continuously on it. 26 b. The students should be told about the importance of creating an ePortfolio in the current competitive world.…”

“…c. The students should be given detailed instructions and expectations on how to use the platform to make the most of it. 26 d. Adequate access to technical support should be present. e. Students gain new insights by seeing what others are doing and can build relationships by watching one another develop skills.…”

Exploring Professional Development Needs and Strategies for Instructors/Faculty Facilitating ePortfolios Online

“…Based upon the findings, Ring et al concluded that an appropriate faculty development system can increase faculty support and buy-in and potentially transform teaching and learningthereby benefiting students in both their professional and academic lives. In their study across 30 courses, Tse et al (2018) highlighted benefits to students when instructors have a more intentional perspective toward ePortfolios. Data from their mixed-methods study with more than 800 students revealed that students usually benefit most when instructors are invested in the course.…”