Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Meyer, Elizabeth J.; Abrami, Philip C.; Wade, Carrie; Aslan, Ofra; Deault, Louise

doi:10.1016/j.compedu.2009.12.005

Cited by 130 publications

(109 citation statements)

References 30 publications

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“…One quasi-experimental study compared students' effectiveness of developing SDL skills with and without an e-portfolio. Meyer et al (2010) found that students who used an e-portfolio reported higher levels of certain SDL processes than students who did not use an eportfolio. These processes included but were not limited to students setting their own process goals, revising goals when necessary, and using teacher feedback to improve their work.…”

Section: Curriculum Factorsmentioning

confidence: 98%

e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

Beckers

Dolmans

Merriënboer

2016

AJET

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e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate the development of these skills. We conducted a systematic review aimed at identifying and understanding influences on the development of self-directed learning with an e-portfolio. Inclusion criteria were used to select recent, high quality studies that focused on e-portfolios and reported an influence on self-directed learning. There were 17 articles that met the inclusion criteria. Institutional factors, curriculum factors, learning process factors, personal factors, and portfolio factors were identified. Portfolios are used most effectively when faculty development aimed at supervising self-directed learning skills development is provided, when the portfolio is integrated into the educational routine, when teachers coach students regularly, when scaffolding is applied to increase motivation, and when the portfolio is designed to facilitate at least goal-setting, task-analysis, plan implementation, and self-evaluation.

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Section: Curriculum Factorsmentioning

confidence: 98%

e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

Beckers

Dolmans

Merriënboer

2016

AJET

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“…Bandura particularly focussed on personal agency impacting on motivation, self-monitoring, time management and planning, goal setting, self evaluation and action; these formed key areas for the data collection. Selfregulation when using ePortfolios enables pre-service teachers to engage in complex meaningful evidencing of their professional development (Blackburn and Hakel in Jafari and Kaufman, 2006;Meyer et al (2010). Strivens et al, (2009) report that self-regulation is important in ePortfolio development, ensuring a consistent development of artefacts, including reflections.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Much has been written about portfolios and ePortfolios in teacher education (Loughran and Corrigan, 1995;Wright, Stallworth and Ray, 2002;Lorenzo and Ittleson, 2005;Park and Lim, 2006;Zellers and Mudrey, 2007;Hartmann and Calandra, 2007;Young, 2008;Imhof and Picard, 2009;Jones, 2010;Joyes, Gray and Hartnell-Young, 2010;Chatham-Carpenter, Seawel and Raschig, 2010;Meyer et al, 2010) and relating to Higher Education beyond preservice teacher training education (Lankes, 1995;Mason, Pegler and Weller, 2004;Challis, 2008;Bolliger and Shepherd, 2010;Vernazza et al, 2011). However, a literature search found no evidence of research based on the continuation of an ePortfolio from university into employment within the context of teacher education, the focus of this paper.…”

Section: Introductionmentioning

confidence: 99%

ePortfolios beyond pre-service teacher education: a new dawn?

Boulton¹

2013

European Journal of Teacher Education

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The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment.Keywords: ePortfolio; technology; secondary; pre-service teachers; newly qualified teachers; continuing professional development; employablity. IntroductionThis paper presents the findings of a research project focussing on ePortfolios in pre-service teacher education from university into employment and is therefore of interest to teacher educators both in the United Kingdom (UK) and internationally. This paper thus builds on existing research into ePortfolios in pre-service teacher education and explores a new area of development by examining how and if the ePortfolio, created as a pre-service teacher, can be extended into the NQT year. The research draws on key theories of: identity, self-regulation leading to self-efficacy, and situated learning; these are discussed in more detail later in the paper. The project was part funded by the Training Development Agency, UK.The context is the final phase of a longitudinal action research project spanning four years at Nottingham Trent University (NTU), United Kingdom (UK), focussing on the evaluation of ePortfolios for pre-service teachers to present evidence of their digital journey to becoming a teacher. This final phase aimed to identify whether the e-Portfolio, developed as a pre-service teacher, could create a space where a newly qualified teacher (NQT), working in a 'situated' context could reflect on teaching and plan targets for future action.Two key aims were identified for this phase: to pilot the use of ePortfolios beyond teacher training, initially into the NQT year; and to identify if whether an ePortfolio tool could continue to support the professional development for NQTs during their continuing teaching career. The focus for this phase was NQTs employed in the secondary sector (11-18 years) who had completed either a Post-Graduate Certificate in Education (PGCE) 1 or a Graduate Teacher Programme 2 (GTP) in the previous year within the School of Education at NTU. This paper thus builds on existing research into ePortfolios in teacher education and explores a new area of development by examining how and if the ePortfolio can be extended into the NQT year. The research draws on key theories: identity, self-regulation leading to self-efficacy, and situated learning; th...

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“…Unfortunately, the tool for facilitating knowledge management was a concept map, not an e-portfolio. Some studies revealed that e-portfolios might facilitate knowledge management (Budak & Budak, 2011;Lorenzo & Ittelson, 2005;Meyer, Abrami, Wade, Aslan, & Deault, 2010). However, these studies did not show detailed constructs of knowledge management and were not identified by empirical research.…”

mentioning

confidence: 99%

Were knowledge management abilities of university students enhanced after creating personal blog-based portfolios?

Chang

Liang²,

Tseng³

et al. 2013

AJET

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The effect of creating blog-based portfolios on knowledge management (KM) abilities among university students was examined in the present study. Participants included 43 students majoring in Multimedia and Game Science at a University in Taiwan. Students spent nine weeks creating their personal portfolios by using a blog. The t-test was conducted to examine the difference in KM abilities before and after creating blog-based portfolios. The results showed that students' KM abilities after creating blog-based portfolios were significantly better than before creating blog-based portfolios. Introduction Knowledge management and its constructsKnowledge management (KM) is a core competence (Hitt, Ireland, & Lee, 2000). A study done by Chen (2005) showed that KM ability was beneficial to university students' learning and professional development. A study by Carneiro (2008) revealed that KM ability had a significant effect on innovation and competitiveness. Petrides and Nodine (2003) also found that KM ability enhanced performance in the workplace. These studies demonstrated that students' KM abilities are crucial, so the question of how to enhance students' KM ability is an important task. KM involves a wide range of education and business institutions. As knowledge is a key asset, many schools are seeking better ways to transform their knowledge into effective decision-making and action. Consequently, a KM approach helps universities enhance efficiency, improve decision-making capacity, and increase overall effectiveness (Petrides & Nodine, 2003). There are five constructs of KM, which are knowledge sharing, knowledge innovation, knowledge acquisition, knowledge application, and knowledge accumulation (Artail, 2006;Award & Ghaziri, 2004;Hsiao & Hu, 2007;Lee, Lee, & Kang, 2005;Liebowitz, 2012).Knowledge sharing can help people understand a thing: not only "what", but also "why and how". The intention of knowledge sharing includes sharing of personal knowledge, sharing of learning, and encouragement of learning. Knowledge sharing is a process of communication that requires a fine route (Kruger & Johnson, 2010), such as speech, publication, behaviour, or other ways in which one can communicate with others (Wang, Yang, & Huang, 2009). Furthermore, knowledge receivers can also reach the goal of knowledge sharing by observation, modelling, or reading. The intention of knowledge innovation indicates that learners can integrate knowledge through learning and reflection (Hsiao & Hu, 2007). Learners can understand the value of knowledge by reflection and improve their knowledge innovation behaviour (Tseng, Yang, Chen, & Tseng, 2005). Knowledge acquisition refers to the idea that students develop new knowledge and understanding through, for example, chat and discussion (Tseng, Chen, Wu, & Lou, 2004). Marks and Lockyer (2004) found that group members were able to acquire knowledge by interaction. Hence, mutual communication and modelling among learners can be a way to acquire knowledge (Liao, Fei, & Chou, 2008). Knowledge applic...

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Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL

Cited by 130 publications

References 30 publications

e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

ePortfolios beyond pre-service teacher education: a new dawn?

Were knowledge management abilities of university students enhanced after creating personal blog-based portfolios?

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