Investigating university students’ adaptation to a digital learner course portfolio

Abstract

Digital learner portfolios are of growing importance in higher education as the sector seeks new teaching-learning-assessment methods which promote students' autonomy as managers of their own virtual learning environment. The purpose of this study was to analyze descriptively the undergraduate students' perceptions, attitudes and behaviour when using an eportfolio to support their learning and assessment in practice based courses at two traditional Spanish universities. The participants were 88 students, who were studying through a blended-learning mode. Data were collected through questionnaires: a computer experience survey, another which examined the psychological, pedagogical and technological dimensions of eportfolios use. Further, an individual overall reflection was obtained from each student to help gain an understanding of their experiences of using the eportfolio. A mixed-method analysis was applied in order to study the impact of this technological innovation on students and their satisfaction. The results showed that the students had positive opinions and self-efficiency through the eportfolio as a tool to manage their learning and assessment during a semester, especially from the second month of use. However, the expected impact on their learning was not so significant. Nevertheless, the students emphasised that the eportfolio was valuable as a personal developmental learning tool.

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

“…The expected impact on their learning was less significant, however. Nevertheless, the students emphasised that the e-portfolio was valuable as a personal developmental learning tool (López-Fernández & Rodríguez-Illera, 2009). …”

“…ICTs provide a series of tools that fulfil certain needs detected in teaching practice, such as lack of space and time for student work (individual and group) and for teaching tasks such as monitoring and tutoring students. These tools can increase students' active participation in the learning process and provide motivating experience that gives students freedom and flexibility to learn with greater autonomy (Jeffrey, Hegarty, Kelly, Penman, Coburn, & McDonald, 2011;López-Fernández & Rodríguez-Illera, 2009). …”

The Analysis of the Factors Affecting the Acceptance of E-learning in Higher Education

“…Since then, a lot of researchers put this model as the basis of their research. For example, Lopez-Fernandez and Rodriguez-Illera (14) applied this model to evaluate the students' adaptation to the digital fields, as shown in Figure 1 and used in their research.…”

The Role of Eportfolios in Finance Studies: A Cross-Country Study

“…It has been expected that implementation of this method have the potential to develop students' critical thinking skills as they communicate, interact and reflect on their learning. Lopez-Fernandez and Rodriguez-Illera (2009) ;Meyer, Abrami, Wade, and Scherzer (2011);Oliver and Whelan (2011);von Konsky and Oliver (2012), among others, have explored ePortfolios through descriptive studies focusing on different subjects and/or course levels. However, current research is limited in scope, as most studies centre on a particular learning institution, or are constrained to a national approach.…”