Professional Development Portfolio: Perceptions of Nutrition and Dietetics Current Students and Recent Graduates

Vouchilas, Gus; George, Gretchen

doi:10.14307/jfcs108.4.51

Cited by 2 publications

(1 citation statement)

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“…The constructivist nature of an ePortfolio allows students to easily reflect on what they have learnt and link this to relevant artifacts. With this in mind, ePortfolios have been used extensively in areas that lead to professional accreditation (for example, nursing, medicine, teaching, allied health, nutrition and dietetics, engineering, computing), as they can demonstrate skills students have acquired (Bashook, Gelula, Joshi, & Sandlow, ; Cordier et al., ; McAllister, ; McNeill & Cram, ; Porter, Kleve, & Palermo, ; Roberts & Maor, ; Taylor, Dunbar‐Hall, & Rowley, ; Vouchilas & George, ). The empirical investigation of the benefits of students’ ePortfolio use in the biological sciences is more recent with some used as an avenue for reflective practice as a process for and of learning (Alberts & Keller, ; Haave, ).…”

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confidence: 99%

ePortfolios and Reflective Practice for Food Science Students

Wakeling

Aldred

Hains-Wesson

2018

J of Food Science Edu

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The study investigated students' perceptions and attitudes toward the use of ePortfolios for reflective practice as a learning and teaching strategy. A mixed-method approach was applied to the study in a first-year food science unit, at a regional Australian university. Data were generated via 3 sources, in order to provide the evidential basis for the investigation, including: a mixed method survey, access to student's exam results, and students' ePortfolio reflections. The findings identified 3 key positive aspects. First, a variety of assessment methods was key to enhancing the overall learning of 1st-year food science students. Second, ePortfolio reflective writing can be a key aspect for improved student engagement. Finally, structured ePortfolio sessions can help food science students consolidate knowledge, while also allowing them to encounter new ideas related to food science theory and develop technical knowledge. However, technological issues with using an ePortoflio can cloud the value of the reflective task for some students. Recommendations are made for how to better support and implement reflective practice using ePortfolios to enhance the learning of food science students.

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