E-Portfolios for Integrated Reflection

Wang, Shouhong

doi:10.28945/1072

Cited by 23 publications

(7 citation statements)

References 24 publications

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“…This included asking questions that may be outstanding and potentially being provided an answer to the question in either the next lecture or by the tutor who marked the weekly reflection. The results are in line with the previous literature regarding the strengths of ePortfolio systems for assessment purposes [52] (p. 5), and have furthered the understanding into the effective application of ePortfolios for integrated reflection practice, which was presented as a challenge for students in a study by Wang (2009) [6].…”

Section: Discussionsupporting

confidence: 88%

“…Chalk & Wire (https://www.campuslabs.com/chalk-and-wire/ (accessed on 29 April 2021)) is an assessment-oriented ePortfolio system that has applicability to all disciplines and supports the users' academic, career development and job seeking needs thanks to its wide array of tasks, for example course work presentation, external fieldwork assessment, secure resume and downloadable portfolios [5]. As a pioneer ePortfolio system, Chalk & Wire was widely used in Canada and the United States [6], especially in higher educational institutions where it was officially implemented campus-wide for reflection and assessment in various programs and courses [7][8][9]. In Australasia, however, this viable and powerful assessment ePortfolio system was under adopted.…”

Section: Chalk and Wire Eportfolio Systemmentioning

confidence: 99%

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Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Tran

2021

Education Sciences

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This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

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Section: Discussionsupporting

confidence: 88%

Section: Chalk and Wire Eportfolio Systemmentioning

confidence: 99%

Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Tran

2021

Education Sciences

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“…A portfolio's support for reflective thinking is its most defining pedagogical feature (Ellsworth, 2002). Research has shown that the process of constructing an e-portfolio stimulates students to engage in reflective thinking and subsequently self-evaluate and consider their learning (Cambridge, 2010;Wade, Abrami, & Sclater, 2005;Wang, 2009). The e-portfolio can also be a powerful tool to 1) promote learning (including learning from the process of assembling the portfolio); 2) improve critical thinking and content areas; 3) record accomplishments in an educational context held by the students for their own use; 4) assess long term, ongoing, authentic evaluation, and self-evaluation and self-reflection, and 5) provide evidence of continuous development (Orland-Barak, 2005;Pelliccione & Raison, 2009).…”

Section: Background E-portfoliosmentioning

confidence: 99%

Using e-portfolios in a field experience placement: Examining student-teachers' attitudes towards learning in relationship to personal value, control and responsibility

Shroff

Trent

2013

AJET

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This study extends the ownership of learning model by using e-portfolios in a field experience placement to examine student-teachers' attitudes towards learning in relationship to personal value, feeling in control and taking responsibility. A research model is presented based on research into ownership of learning. The student e-portfolio ownership of learning questionnaire (SEOLQ) was developed. Seventy-seven participants completed the survey measuring their responses to ownership of learning components of attitudes towards learning (ATL), personal value (PV), feeling in control (FIC), and taking responsibility (TR). Data were used to test the hypotheses postulating the main effects of ATL using e-portfolio on the constructs PV, FIC, and TR. The results of the study indicated that ATL had a significant influence on PV, FIC and TR. The results suggest the student-teachers valued the integration of the e-portfolio into the field experience and developed a sense of control of their learning. Responsibility-related findings suggest that participants were sensitive to both the means of manipulating the e-portfolio and the results of their efforts doing so. By providing student-teachers with the opportunity to reflect critically upon their work as educators, e-portfolios can serve as an invaluable resource for promoting effective ownership of learning.

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“…The main reason for this practice is to promote a learner-centered approach and more active learning experiences and pedagogical changes in higher education (Joyes, Gray & Hartnell-Young, 2010). In teacher training programs, eportfolios are formed as "living-learning experiences" by prospective teachers as an evidencebased approach (Wang, 2009).…”

Section: Introductionmentioning

confidence: 99%

E-Portfolio Implementation Experiences of Prospective Primary School Teachers

Anagün

Atalay

Kandemir

2018

Turkish Online Journal of Qualitative Inquiry

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In the information society, as in all other institutions the functions of educational institutions have changed by the phenomenon of globalization, the rapid spread of knowledge and reaching broad masses, the necessity of coexistence of differentiated cultures, and the development of science and technology. Portfolios help students to assess themselves and improve their ability to express themselves and allow observation of the development that takes place over a specified period due to the collection of work during a specified period, taking these characteristics into account, the use of portfolios in the assessment and evaluation process is suggested. Considering the progress in educational technology, it can be said that e-portfolio implementations, which can provide the products of teachers or prospective teachers to move on to the next teaching process and other teachers and prospective teachers, will become more prevalent. When these developments and changes are taken into consideration, it is expected that the evaluation of the e-portfolio implementation of the prospective primary school teachers enrolled in Science and Technology Instruction II and their related gains in the process will contribute to the field. In the research aimed to reveal the evaluations of primary school prospective teachers about their e-portfolio implementation, the approach of phenomenology was used which is one of the qualitative research designs. In this research, it was aimed to reveal the evaluations of e-portfolio contents and the outcomes related to themselves in the course of Science and Technology Education II of the prospective primary school teachers. In the research, the result that e-portfolio creation process is contributed to the prospective primary school teachers in the sub-headings of "Pedagogical Knowledge", "Field Information", "Technology Use Skill" and "Thinking Skill" was obtained.

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E-Portfolios for Integrated Reflection

Cited by 23 publications

References 24 publications

Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Using e-portfolios in a field experience placement: Examining student-teachers' attitudes towards learning in relationship to personal value, control and responsibility

E-Portfolio Implementation Experiences of Prospective Primary School Teachers

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