Competence Development in a Combined Assessment and Collaborative e-portfolio Information System

Gorbunovs, Aleksandrs; Kapenieks, Atis; Kudina, Ieva

doi:10.1016/j.procs.2013.12.009

Cited by 10 publications

(7 citation statements)

References 5 publications

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“…There are numerous empirical studies on the use of electronic portfolios in teaching and learning processes (Alexiou & Paraskeva, 2010;Chang, Liang, Tseng, & Tseng, 2014;Chang, Tseng, Liang, & Chen, 2013), assessment (Gorbunovs, Kapenieks, & Kudina, 2013;Wang, 2010) and orientation-guidance (Blackburn & Hakel, 2006;Wakimoto & Lewis, 2014).…”

Section: Electronic Portfolios As a Teaching And Learning Toolmentioning

confidence: 99%

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

2016

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This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher's perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student's online participation in a blended learning context. The results show a positive correlation between the variables participation and university student's performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning.

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Section: Electronic Portfolios As a Teaching And Learning Toolmentioning

confidence: 99%

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

2016

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“…Substituting in (1), we obtain (4) where -the energy (resources) needed to overcome the resistance to the movement of the object/subject of the implementation of the information system for the development of methodological competence of teachers Qj of the project Пk in the direction Ni, considering the additional resistance. Additional energy (resources)…”

Section: Wherementioning

confidence: 99%

“…This model, along with the external learning portal information system, provided a process for assessing the development of learners' competences during the study course. This model obliges learners to assess the achievements of their group members and carry out selfassessment, while the learners have an opportunity to see the names of the group members with their achieved assessment results: marks, notes on critical thinking and constructive suggestions [4].…”

Section: Introductionmentioning

confidence: 99%

Structural Model of the System of Development of Methodological Competence of It-Discipline Teachers on the Basis of Continuing Education

Omirbayev

Mukhatayev

Biloshchytskyi

et al. 2022

sjaitu

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The article considers the creation of structural model for the system of development of methodological competence of IT-discipline teachers based on continuing education with the description of the structure of microservices subsystems. To implement the proposed conceptual model the paper proposes a software architecture based on the use of classical service-oriented design pattern "Model-View Separation" (separation of model objects from the graphical interface objects with the user) and provides for interaction with the database, the composition of its main packages is detailed. Logical and physical service-oriented models of basic classes of objects of subject area and auxiliary objects (services) have been developed. The article also proposes a relational database structure based on the use of metadata tables, directories, and operational data in a relational database management system environment. Methods and mechanisms for data protection and replication are proposed and justified, considering the specifics of system operation in higher education institutions. The article aims to develop insurgents and mechanisms of creation of information technology improvement of the system of higher education and creation and operation of integrated flexible software tools to support the mixed system of organization of educational process, as well as increasing the effectiveness of the introduction of a mixed system for the organization of the educational process on the basis of the use of the latest technical means of training and documentation, ensuring free access of students to teaching and methodological resources, сontent and criteria for the assessment of knowledge in disciplines and modules, data recording, and partial compensation for the increased workload of teachers and staff through the automation of assessment, registration and assessment processes. A task-oriented model for managing technical problems in the implementation of the information system for the development of teachers' methodological competence is also proposed, and a conceptual framework for managing these problems has been developed from the perspective of considering projects as a set of objects and subjects. Technical problems in projects are shown to be obstacles to moving in the right direction, created by random events, uncertainties, and changes. A mathematical model of the change in resistance value caused by technical problems has been developed and methods to counteract these problems have been proposed.

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“…One form of technology use in learning activities is changing the collection of task results and student learning activities from portfolios to electronic portfolios (e-portfolios). Changes and trends in the use of e-portfolios in higher education have become increasingly popular over the past ten years (Reese & Levy, 2009), which have also been able to activate students in studying (Gorbunovs et al, 2013). Basically, the use of many types of tasks that are structured and then documented is often carried out by the lecturer with the aim of improving the ability of students to study material, including as an evaluation tool (Pantiwati, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effect of e-portfolio on Biological Concepts Understanding and Responses of Students with Different Academic Achievement Levels

Lukitasari¹,

Hasan²,

Sukri³

2020

INT J INSTRUCTION

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The purpose of this research was to determine (1) the effect of e-portfolio use on understanding Biology concepts of students at different academic levels and (2) knowing student responses in the use of e-portfolios. This research is experimental research using a one-shot case study design. Data on understanding students' concepts were collected through the results of learning tests, while student response data were collected through questionnaires. The data analysis used parametric statistics through descriptive statistical analysis and variants. The results of the study show that (1) there are differences in understanding the Biology concept of students at different academic levels (p <0.05), namely understanding concepts at high academic levels is better than at low academic levels ; (2) all students at the level of high and low academic abilities show a positive response to the use of e-portfolio which includes three aspects, namely (a) the benefits of using e-portfolio, (b) completion of tasks, and (c) student attitudes and interests.

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Competence Development in a Combined Assessment and Collaborative e-portfolio Information System

Cited by 10 publications

References 5 publications

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

Structural Model of the System of Development of Methodological Competence of It-Discipline Teachers on the Basis of Continuing Education

The Effect of e-portfolio on Biological Concepts Understanding and Responses of Students with Different Academic Achievement Levels

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