Creating an LMS ePortfolio Building System That Enhances the Quality of College Life from One That Supports Self-Regulated Learning

Abstract

During the recent coronavirus disease 2019 pandemic, the ability to be a self-regulated learner has become more important with the introduction of online classes. These changes mean that students are now required to review their learning strategies and selfmanage their learning time. We have developed a new "ePortfolio system" with the aim of building a system that fosters self-regulated learners and can visualize students' learning outcomes. This paper introduces the concepts of our ePortfolio system as a Learning Management System ePortfolio building system that will provide enhanced functions and become a university-wide initiative.

Feasibility of Learning Management System for Community-Based Learning Assessment According to the Student's Perspective

“…Many online activities were introduced, and digital technology became more common. The use of LMS in Universities is increasing, and digitization in many fields has been accelerated (Miyoshi et al, 2021). Faculty reports that changes in instructional design through the intentional inclusion of e-portfolios can have a positive impact on student learning and have implications for the exercises performed (Bose & Lowenthal, 2018).…”

“…To achieve this, ePortfolios can generate learning records that cover several points in time, starting from the beginning of school, when they take their work exams, and when they become working members of society. Therefore, this ePortfolio system will implement a thorough learning evaluation (Miyoshi et al, 2021).…”

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

“…When it comes to teacher-student collaboration, the following aspects of collaboration were recognised: ongoing assessment and feedback; continuous guidance and support; facilitating the e-portfolio use process, including co-design. Miyoshi et al (2021) employed an e-portfolio to create a student's self-promotional e-portfolio with tutors and other instructors for feedback. Each student shares their self-promotional showcase with their tutors for comments and other purposes under the collaborating area (Miyoshi et al, 2021).…”

“…Miyoshi et al (2021) employed an e-portfolio to create a student's self-promotional e-portfolio with tutors and other instructors for feedback. Each student shares their self-promotional showcase with their tutors for comments and other purposes under the collaborating area (Miyoshi et al, 2021). Rodriguez et al (2022) also acknowledged instructors' continuous feedback for e-portfolios that enable collaborative learning.…”

“…To do this, a teacher and a student must be ready to engage in the learning process and the usage of the e-portfolio in a teaching and learning environment supported by active approaches and various evaluation tools (Rodriguez et al, 2022). The papers also provided examples of co-design, such as providing students with templates, examples, and rubrics (Miyoshi et al, 2021;Viscarret et al, 2022), actively participating in their e-portfolio creation process through feedback, facilitating their engagement (Viscarret et al, 2022), and mediating learners' reflection (Rodriguez et al, 2022). In the context of COVID-19 caused emergency virtual education, Ferdig et al (2020) emphasised the teacher-student collaboration in dealing with the change, including ongoing support for students, whole faculty collaboration to facilitate students' teamwork, and creating the content for the e-portfolios (co-design).…”