Implementing Project-Based Learning And E-Portfolio Assessment In an Undergraduate Course

Gülbahar, Yasemin; Tınmaz, Hasan

doi:10.1080/15391523.2006.10782462

Cited by 193 publications

(141 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In contrast, Heinrich (2007) emphasized that e-portfolio is much more than just a collection of students' work. He is supported by Barrett, Garthwait and Verrill (2003) and also Gülbahar and Tinmaz (2006) that e-Portfolio also can work as a workspace and showcase. Meeus, Questier and Derks (2006) explained that an e-Portfolio is a platform to demonstrate, exhibit or show a person's life achievements and experiences (Rodriguez-Donaire & Garcia, 2011;Zheng et al, 2009).…”

Section: Literature Reviewmentioning

confidence: 96%

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Mohamad¹,

Embi²,

Nordin³

2016

ASS

View full text Add to dashboard Cite

The present articles introduce the e-Portfolio as a storage, workspace and showcase to support teaching and learning in higher education institutions (HEIs). Thus, the mix-method approach was implemented on determining important elements of e-Portfolio as a storage, workspace and showcase for a social sciences and humanities context. This study implemented thematic analysis and Fuzzy Delphi Method to obtain the result. Therefore, 25 experts in instructional technology was participated in the process of the making a decision. As resulted, this study highlighted the fundamental of e-Portfolio consists; workspace, storage and showcase. Eventually, the instructional designer will understand and strategies on how to develop an effective e-Portfolio as learning support tool to enhance the learning experience between facilitator and learner.

show abstract

Section: Literature Reviewmentioning

confidence: 96%

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Mohamad¹,

Embi²,

Nordin³

2016

ASS

View full text Add to dashboard Cite

show abstract

“…20 Furthermore, keeping deadlines has also been reported as a challenge when working on projects. 21 However, these challenges are a part of working-life projects as well and thus made the experience even more valuable for the students. Our results also showed that if the students did not have a chance to choose the topic for their project, they were not motivated.…”

Section: Discussionmentioning

confidence: 99%

“…Our results are in accord with results of previous studies on the advantages of project-based learning, as well as with the results of studies done in pharmacy. 11,[19][20][21] Project-based learning has its challenges as well. In our study, the students were especially frustrated about the long-term commitment needed and the tight deadlines, which changed often because of outside partners.…”

Section: Discussionmentioning

confidence: 99%

Professional Competencies Learned Through Working on a Medication Education Project

Hämeen‐Anttila

Saano

Vainio

2010

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objectives. To implement a medication education project and assess the competencies students learned and implemented in professional practice after graduation. Design. Fourth-year pharmacy students planned, carried out, and reported on a real-life project during 1 study year. Outside experts and 2 faculty members facilitated the work. The aim of the medication education project was to create material that schoolteachers could use to teach children about rational use of medicines. Assessment. All students who had participated in the medication education program during its 3 years were contacted (n 5 31). A questionnaire was sent to the 21 students who had graduated (18 responded), and a focus group was conducted with the 10 students completing their final year of pharmacy school (9 participants). The competencies that the students reported learning most were teamwork and social interaction skills. They considered the project motivating but also found it challenging and the deadlines frustrating. Conclusions. Through participation in a medication education project, students learned interpersonal skills, time management, conflict resolution, and other skills that many of them already were finding valuable in their professional practice.

show abstract

“…While certain writers view the ePortfolio as simply an electronic version of a paper portfolio; the ePortfolio offers a great deal more than the traditional portfolio through the integration of multimedia applications such as video and audio along with the more traditional text and images (Baston, 2002;Gulbahar & Tinmaz, 2006). This multimedia-rich integration allows for an increased range of student interaction with educators and peers when compared to traditional paper portfolios (Greenberg, 2004).…”

Section: What Are the Benefits Of Eportfolios?mentioning

confidence: 99%

Using ePortfolio’s to Assess Undergraduate Paramedic Students: A Proof of Concept Evaluation

Mason¹,

Williams²

2016

IJHE

View full text Add to dashboard Cite

The ePortfolio presents itself as potentially a highly useful assessment tool for students, encouraging self-reflection and the development of both clinical skills and theoretical knowledge by students identifying strengths and gaps in knowledge. A survey of students after the completion of the inaugural Emergency Health ePortfolio program revealed several strengths and weaknesses of the ePortfolio as an assessment tool of paramedicine students. The ePortfolio format was perceived by many students to encourage reflection and help them recognise areas where improvement was required. Certain students struggled to accurately identify the volume of information and concepts that should be covered while collating the ePortfolio which caused a degree of stress for some. The online format was another point of contention for students, with some enjoying the freedom of online education while others struggled to integrate multimedia components into their ePortfolios. The overarching student response was favourable and encouraged further implementation of the ePortfolio tool into the education of paramedicine students. This paper concludes that the ePortfolio has the potential to be a powerful assessment and more importantly education tool if development of the concept is continued into the future.

show abstract

Implementing Project-Based Learning And E-Portfolio Assessment In an Undergraduate Course

Cited by 193 publications

References 12 publications

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Professional Competencies Learned Through Working on a Medication Education Project

Using ePortfolio’s to Assess Undergraduate Paramedic Students: A Proof of Concept Evaluation

Contact Info

Product

Resources

About