Electronic portfolio assessments in u.s. educational and instructional technology programs: Are they supporting teacher education?

Lynch, Linda; Purnawarman, Pupung

doi:10.1007/bf02784865

Cited by 28 publications

(18 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This can take valuable time in the course and students might be tired of learning another software, while course content, learning and studying course material seem to drift away from the focus of attention. Still, teachers insist on using electronic components in a learning environment for the added value that comes from studying with an electronic portfolio (Driessen, Muijtjens, van Tartwijk, & van der Vleuten, 2007;Lynch & Purnawarman, 2004). When learners organize their learning material within an electronic portfolio they are likely to not only increase their self-regulated learning skills (Alexiou & Paraskeva, 2010;Cheng & Chau, 2013), but also to learn how to draw connections between distant learning events (Cambridge, 2008;Driessen et al, 2007).…”

Section: Challenges and Chances Of Using An Electronic Portfolio: Usamentioning

confidence: 99%

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Schlag

Imhof²

2017

IJHE

View full text Add to dashboard Cite

The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the Technology Acceptance Model (TAM; Davis, Bagozzi, & Warshaw, 1989) we analyzed external variables (e.g., computer-anxiety) that influence technology acceptance and the actual system use in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks.Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. In contrast the more the computer was seen as uninfluential tool for working and learning, the more computer anxiety, hopelessness, anxiety and less positive mood, interest and joy to work on the electronic-portfolio has been reported. So, students' computer related attitudes should be considered when working with an electronic-portfolio to better tailor instruction to learner needs.

show abstract

Section: Challenges and Chances Of Using An Electronic Portfolio: Usamentioning

confidence: 99%

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Schlag

Imhof²

2017

IJHE

View full text Add to dashboard Cite

show abstract

“…Çalışma Portfolyoları (sunum amaçlı): Kariyer edinme arayışının elektronik dosya ve projelerin gösterimi ile desteklenmesidir (Lynch & Purnawarman, 2004;Irby & Brown, 2000;Mason, Pegler & Weller, 2004;Carliner, 2005a).…”

Section: E-portfolyo Nedir?unclassified

Perceptions of Preservice Teachers about the Use of Electronic Portfolios for Evaluation

Gülbahar¹

2006

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

View full text Add to dashboard Cite

This research study investigates the effects of using electronic portfolios in prospective teacher education for evaluation purposes. E-portfolio evaluation method is used in an undergraduate lesson in which the project-based teaching is implemented. After that, perceptions of students (N=14) is elicited. The results showed that the evaluated method is favored by students and found to be suitable and helpful for a lesson, where students are engaged in project based teaching. Furthermore, thoughts on various beneficiaries of e-portfolio evaluation method from the point of students are also discussed.

show abstract

“…Some of these concerns have been addressed in the intervening five years: more research studies on electronic portfolios have since been published (e.g. Beck, Livne, & Bear, 2005;Brown, 2002;Craig, 2003;Delandshere & Arens, 2003;Hauge, 2006;Kimball, 2005;Klenowski et al, 2006;Lynch & Purnawarman, 2004;Ma & Rada, 2005;McNair & Galanouli, 2002;Milman & Kilbane, 2005;Pecheone et al, 2005;Sherry & Bartlett, 2005;Smith & Tillema, 2003;Spendlove & Hopper, 2006;Tosh et al, 2005;.…”

Section: Gaps In the Literaturementioning

confidence: 99%

E-portfolio as a means of self-promotion on the Web

Kwiatkowska¹,

Majewska²

2017

e-mentor

View full text Add to dashboard Cite

Electronic portfolio assessments in u.s. educational and instructional technology programs: Are they supporting teacher education?

Cited by 28 publications

References 4 publications

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Perceptions of Preservice Teachers about the Use of Electronic Portfolios for Evaluation

E-portfolio as a means of self-promotion on the Web

Contact Info

Product

Resources

About