Beyond Academic Evidence: Innovative Uses of Technology Within e-Portfolios in a Doctor of Nursing Practice Program

Haverkamp, Jacqueline; Vogt, Marjorie

doi:10.1016/j.profnurs.2015.03.007

Cited by 19 publications

(14 citation statements)

References 16 publications

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“…As a result, current trends in institutions of higher learning have seen many institutions adopting teaching and learning methods such as e-portfolios which build creativity and innovation among students (Cuenca et al 2015). Haverkamp and Vogt (2015) reported innovative integration of technology within e-portfolios of doctoral students. This integration of technology not only foster creativity and innovation among students but also creating a springboard for starting new innovative businesses through entrepreneurship.…”

Section: E-portfolios and Entrepreneurial Behaviourmentioning

confidence: 99%

“…The gradual development and dynamics of the Internet and Web 2.0 technologies is perhaps the most comprehensive enhancement of information technologies that have transpired in the last few years (Haverkamp and Vogt 2015;Raybourn and Regan 2011). Web 2.0 technologies refer to a wide array of digital applications that enable interaction, sharing of ideas, collaboration and ubiquity, thus availing a plethora of benefits for users to have an effective and positive learning experience (Yusuf and Tuisawau 2011).…”

Section: Introductionmentioning

confidence: 99%

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E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills

Mapundu

Musara

2019

SAJHE

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Increasing digitisation has put pressure on institutions of higher learning around the globe to find effective solutions to better prepare their students for the 21 st century world of work. The article presents the findings of a qualitative inquiry into the attitudes, feelings, and experiences of entrepreneurship students in a selected private institution of higher learning on the use of eportfolios as a tool to enhance the learning experience. Data was collected using a combination of focus groups and semi-structured interviews. A thematic analysis conducted for this study revealed five (5) emergent themes on the contributions of e-portfolios in enhancing the learning experiences of the modern-day scholar. The resourcefulness, flexibility, engagement, entrepreneurial skills improvement and collaboration emerged as the outstanding contributions of e-portfolios towards enhancing learning. The emergent themes are in line with the entrepreneurial behaviour, imperative for every 21 st century world of work. The value the findings of this study lies in its exploratory utility in exposing the lived-experiences, attitudes, and feelings of modern day students on the role of e-portfolios as a tool to enhance their learning experience and cultivate entrepreneurial behaviour in the modern world of work. Recommendations to explore the technological advantage presented by e-portfolios are presented.

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Section: E-portfolios and Entrepreneurial Behaviourmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills

Mapundu

Musara

2019

SAJHE

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“…As the students construct their ePortfolios, they must continually reflect an ongoing personal narrative of their learning experiences. As summarized by Haverkamp and Vogt (2015), "reflection is a contextual examination of the journey the learner has experienced and encourages the learner to critically analyze the process, not just the content of the lessons learned" (p. 286). As the students write their reflections, they engage in both summative and formative self-assessments of progress toward the achievement of their goals.…”

Section: Eportfoliomentioning

confidence: 99%

“…These reflections capture the breadth and depth of the students' unique stories (Haverkamp & Vogt, 2015). We discuss reflection as a major component later in this article when we outline the process of developing the ePortfolio.…”

Section: Eportfoliomentioning

confidence: 99%

“…Reflections document the students' experiences and their deliberations and contemplations based on critical reasoning. The final ePortfolio is not a scrapbook of achievements, but an organized thematic record that reveals a contextual understanding of a student's learning (Haverkamp & Vogt, 2015). These five standards are knowledge, critical reasoning, interpersonal skills, performance skills, and ethical practice.…”

Section: Eportfoliomentioning

confidence: 99%

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EPortfolio: The Scholarly Capstone for the Practice Doctoral Degree in Occupational Therapy

Hinojosa¹,

Howe²

2016

The Open Journal of Occupational Therapy

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A critical decision doctoral faculty must make is deciding what is the most appropriate capstone or terminal requirement for the practice doctorate degree that is consistent with the program's curriculum. EPortfolios are a viable option for documenting doctoral students' advanced knowledge and competence. After creating a professional development plan, the students record individual experiences and reflections framed by a self-selected metaphor, provide objective documentation of achievements, and verify advanced competence in a specific area in their ePortfolios. As the students construct their ePortfolios, they must engage in self-directed learning that is grounded in evidence-based and reflective practice, with a focus on developing professional characteristics. The purpose of this article is to describe the rationale and process of using an ePortfolio as the terminal requirement for a practice doctorate degree in occupational therapy.

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The Changing Landscape of E-Portfolios: Reflections on 5 Years of Implementing E-Portfolios in Pre-Service Teacher Education

Pegrum

Oakley

2017

E-Portfolios in Higher Education

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E-portfolios are becoming an increasingly common component of higher education programmes, serving as constructivist learning spaces where students can reflect on their learning journeys, as centralised collections of work on which students can be assessed, and as integrated showcases where students can demonstrate their accomplishments to potential employers. At the same time, many working professionals are currently being required or encouraged to build e-portfolios which demonstrate continuing learning for the purposes of maintaining employment, seeking promotion, and applying for new positions. Pre-service teacher education courses are among the higher education programmes where participants are now commonly asked to build e-portfolios which they will be able to continue to expand and develop once they have obtained employment as teachers. This chapter is based on the reflections of two teacher educators in a pre-service teacher education programme in Australia, looking back on the first five years of an e-portfolio initiative, covering the period 2011-2015. They reflect on key lessons learned about engaging students, engaging staff, and integrating technology. They outline changes which have occurred in the e-portfolio space over the past half-decade, due both to the changing nature of technology users and the changing nature of technology itself. It is suggested that e-portfolios may have a role to play in supporting a shift away from today's administratively oriented, pedagogically limited learning management systems (LMSs), and towards personal learning environments (PLEs) where students can engage in more individualised, autonomous learning practices.

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Beyond Academic Evidence: Innovative Uses of Technology Within e-Portfolios in a Doctor of Nursing Practice Program

Cited by 19 publications

References 16 publications

E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills

E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills

EPortfolio: The Scholarly Capstone for the Practice Doctoral Degree in Occupational Therapy

The Changing Landscape of E-Portfolios: Reflections on 5 Years of Implementing E-Portfolios in Pre-Service Teacher Education

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