Exploring Student Teachers’ Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

Wyk, Van; Micheal, M

doi:10.14221/ajte.2017v42n6.1

Cited by 20 publications

(26 citation statements)

References 19 publications

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“…The objective is to provide a greater knowledge of the learning and teaching process in higher education (Viberg & Grönlund, 2013) and, as a consequence, to also accept virtual and technological learning environments (Chen, 2017). Furthermore, research on feelings has traditionally been linked to the success of this current learning environment based on the web (Conati, 2002), mainly through the exploration of the perception of the people's engagement with the learning and reaching process (Van Wyk, 2017), especially students and teachers.…”

Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

Feelings of satisfaction in mature students of financial accounting in a virtual learning environment: an experience of measurement in higher education

Herrador-Alcaide

Hernández-Solís

Galván

2019

Int J Educ Technol High Educ

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Currently, the usefulness of ICT (Information and Communication Technologies) in the teaching-learning process has not been discussed; unlike distance learning, these new tools are used via technologies. The current approach to social development, supported by the exercise of innovation, learning and research, is undeniable. Within this framework, student satisfaction regarding blended e-learning has been studied. However, in distance university models, which are supported by virtual platforms, it is necessary to ask ourselves the following question: are students satisfied when they are not in a face-to-face classroom environment? The objective of this study is to analyse students' perceptions of their satisfaction levels in a virtual learning environment. In this evaluation, the students' generic skills were also considered, as well as their perception of the learning environment. The findings of the analysis seem to reveal that students have a high perception of satisfaction, considering students' perception and learning experience as a proxy of the feeling of satisfaction. Students' perceptions of the virtual learning environment and of their own skill, which also takes on high values, could have some type of effect on their overall satisfaction. A significant finding is that students with a high positive perception of their generic skills are also satisfied with the learning process and with the virtual learning environment. The validity of the three construct designed to measure the latent variables-feelings of satisfaction, acceptance of the virtual learning environment and students' self-perception on their generic skills-ensures their usefulness as variables of measurement.

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Section: Introduction and Theoretical Frameworkmentioning

confidence: 99%

Feelings of satisfaction in mature students of financial accounting in a virtual learning environment: an experience of measurement in higher education

Herrador-Alcaide

Hernández-Solís

Galván

2019

Int J Educ Technol High Educ

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“…In addition, some previous studies have explored how separate components of self-regulation (e.g. either self-efficacy or specific active learning methods) can affect a student teacher's development (Boulton, 2014;Jones, 2010;Oakley, Pegrum & Johnson, 2014;van Wyk, 2017).…”

Section: Introductionmentioning

confidence: 99%

Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences

Virtanen¹,

Niemi²,

Nevgi³

2017

AJTE

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The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well as autonomous and responsible group work, are strongly and positively related to the achievement of professional competences. To develop the best competences, student teachers need high learning motivation and excellent self-regulation strategies. The mean scores in professional competences of highly motivated student teachers with excellent self-regulated learning were significantly higher when their experiences of active learning increased. Moreover, student teachers with high motivation and moderate self-regulation also benefited significantly from the use of active learning methods.

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“…Reflective learning has long been believed to develop and improve students' self-directed learning skills (Garrison 1997) which not only helps them to take ownership of their learning but also to gain lifelong learning skills. Van Wyk's (2017) study revealed that the use of e-portfolios in teaching subjects such as Economics in HE enhanced reflective practices of learners. However, Ebil, Salleh, and Shahrill (2020) suggest that reflection can be guided, being a skill that should be encouraged and taught.…”

Section: Reflective Learning In E-portfoliosmentioning

confidence: 94%

Using E-Portfolios for Meaningful Teaching and Learning in Distance Education in Developing Countries: A Systematic Review

Modise

Mudau

2021

Preprint

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Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the Covid-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This paper seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.

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Exploring Student Teachers’ Views on ePortfolios as an Empowering Tool to Enhance Self-Directed Learning in an Online Teacher Education Course

Cited by 20 publications

References 19 publications

Feelings of satisfaction in mature students of financial accounting in a virtual learning environment: an experience of measurement in higher education

Feelings of satisfaction in mature students of financial accounting in a virtual learning environment: an experience of measurement in higher education

Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences

Using E-Portfolios for Meaningful Teaching and Learning in Distance Education in Developing Countries: A Systematic Review

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