ePortfolio use by university students in Australia: a review of the Australian ePortfolio Project

A critical reflection on eportfolio as a teaching tool

“…Using eportfolio to draw deeply on a student's holistic and personal experience of learning supports the arguments made by Gathercoal et al (2007) and Hallam and Creagh (2010) for shifting eportfolio use away from a focus largely on self-assessment against a set of summative criteria, towards more constructivist learning opportunities. The social pedagogy advanced by Bass (2014) supports collaborative groupwork, as feedback draws from a pool of knowledgeable others and offers students opportunities for deeper learning than would happen if the eportfolio were being used only for individual reflection on achievement.…”

“…Gathercoal et al (2007) argue that opportunities exist in moving away from the summative and compliance nature of such portfolios to focus on the holistic development of professional learning, the process of which includes deep reflection, self-knowledge and personal professional growth. Hallam and Creagh (2010) would agree that during the process of self-appraisal students draw on their values and beliefs as they consider professional strengths and weaknesses.…”

Η χρήση του eportfolio ως βασικού μέσου αξιολόγησης και αυτοαξιολόγησης της πορείας του μαθητή στην πρωτοβάθμια εκπαίδευση

“…Στον διεθνή χώρο υπάρχουν πολλοί φορείς και οργανώσεις (EIfEL, BECTA, MOSEP, AAC&U, AAEBL, eportfolio California, eportfolios Australia) που ασχολούνται με το eportfolio και την εφαρμογή του πραγματοποιώντας πολλές έρευνες σε συνεργασία με ερευνητές (Ritzhaupt et al, 2008) πανεπιστήμια, κολλέγια και σχολεία όλων των βαθμίδων της εκπαίδευσης. Η πλειονότητα των ερευνών αφορούν στην τριτοβάθμια εκπαίδευση και την πρακτική εφαρμογή του eportfolio σε φοιτητές κολλεγίων και πανεπιστημίων (Tosh & Light, 2005;Knight et al, 2006;Coutinho & Bottentuit, 2008b;Maher & Gerbic, 2009;Hallam & Creagh, 2010;Bolliger & Shepherd, 2010;Buzzetto-More, 2010;Garrett, 2011;Thanaraj, 2012; Klampfer & Köhler, 2013;McWhorter et al, 2013;Hsieh, Lee & Chen, 2015;Landis, Scott, & Kahn, 2015;Wuetherick & Dickinson, 2015;Nor Azlan, Amin & Mohd, 2015;Mason & Williams, 2016). Οι ανωτέρω έρευνες κατέληξαν στο συμπέρασμα πως υπάρχουν οφέλη από τη χρήση των eportfolios στην τριτοβάθμια εκπαίδευση, επισημαίνοντας παράλληλα την οπτική του φοιτητή, ως σημαντική για την επιτυχία της εφαρμογής του.…”

Adults and Children Engaging With Eportfolios in an Early Childhood Education Setting

“…There is plenty of evidence of the use of ePortfolios in the tertiary education sector (Gao, ColdwellNeilson, & Goscinski, 2014;Hallam & Creagh, 2010;Meyer & Latham, 2008;Rhodes, 2011;Scott & Kim, 2015;Strudler & Wetzel, 2011-12), where they are used as reflective tools for students, particularly in initial teacher education programmes (Briggs & Jensen, 2013;Shepherd & Skrabut, 2011). It is within this sector that the majority of the literature sits.…”