Student perceptions of ePortfolio integration in online courses

Bolliger, Doris U.; Shepherd, Craig E.

doi:10.1080/01587919.2010.513955

Cited by 100 publications

(87 citation statements)

References 7 publications

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“…Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008Woo, Chu, Ho, & Li, 2011;Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010;Ching & Hsu, 2011;Deng & Yuen, 2011;Roussinos & Jimoyiannis, 2011;Yang, 2009;Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011;Wheeler, & Wheeler, 2009;Wopereis, Sloep, & Poortman , 2010).…”

Section: Introductionmentioning

confidence: 99%

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Jimoyiannis

Tsiotakis

Roussinos

et al. 2013

AJET

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Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning. IntroductionDuring the past decade, the nature of the Web and the way people access and use web resources for personal, educational, employment, entertainment and other social purposes, have been fundamentally changed. The browser is becoming the universal interface to a range of new generation Web tools and media storing applications. In addition, the Web has been transformed from a space where users passively retrieve information, delivered by a small group of experts (Web 1.0), to a participatory, read/write platform (Web 2.0) which broadens users' communication capabilities and enables content distribution, sharing, co-creation, and remixing through participatory practices. Web 2.0 is a collective term for a series of Web-based technologies that include blogging and microblogging platforms, wikis, mediasharing sites, podcasting, content aggregators, social networks, social bookmarking sites, and other emerging forms of participatory and social media. Timothy O'Reilly (2005), generally accepted to be the originator of the notion of Web 2.0 (Anderson, 2007), has focused on the architecture of participation in contrast to the passive consumption of information. Therefore, we can broadly define the second generation of Web applications as more personalised and communicative Web spaces that support active participation, connectivity, collaboration and sharing of knowledge and ideas among users.While students are increasingly usin...

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Section: Introductionmentioning

confidence: 99%

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Jimoyiannis

Tsiotakis

Roussinos

et al. 2013

AJET

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“…Bolliger and Shepherd (2010) found that 31 of 40 graduate education students had never created portfolios. The National Board for Professional Teaching Standards incorporates mock portfolio exercises to help teachers become familiar with them prior to attempting certification (NBPTS, 2010).…”

Section: Change Theory and Eportfoliosmentioning

confidence: 98%

Rethinking Electronic Portfolios to Promote Sustainability among Teachers

Shepherd

Skrabut

2011

TECHTRENDS TECH TRENDS

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Electronic portfolios (eportfolios) can increase reflection, develop content and pedagogy skills and facilitate communication between teachers and administrators. However, they have limitations. Despite resources that teacher institutions devote to eportfolios, research suggests that most implementations are of limited duration. In a climate where sustained professional development and lifelong learning are necessary to remain competitive, organizations should reevaluate how eportfolios are implemented to sustain use and maintain skills deemed important by teaching organizations. Using principles of change theory, this article identifies several eportfolio challenges and how they may be improved through principles of personal learning environments. Implementation procedures and limitations are also provided.

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“…Some examples of activities allowing video-record documentation such as roleplays, demonstrations, reports, discussions, and projects have been suggested by Johnson and Rose (1997). What is more, oral portfolios are proved to be effective in terms of selfreflection and self-monitoring in some studies (e.g., Bolliger & Shepherd, 2010;Wang & Chang, 2010;Castañeda & Rodríguez-González, 2011). In sum, it is obvious that portfolios can be effective and appropriate for speaking skills; therefore, the participants' view that portfolios are merely suitable for other skills is inappropriate.…”

Section: Teachers' Perception Of the Task Types Of In-class Speaking mentioning

confidence: 99%

An Investigation Into Efl Teachers’ Perceptions of in-Class English Speaking Assessment

Thuy¹,

Nga²

2018

JFS

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Abstract:The study was conducted to explore EFL teachers' perceptions of in-class English speaking assessment. The constructs of teachers' perceptions investigated in the current research included their general understanding of speaking assessment, the task types of in-class speaking assessment, and the teachers' work involved in the assessment implementation. Questionnaire and interview were employed as data collection instruments of the study. Forty-two EFL teachers at different high schools in Quang Tri, Vietnam responded to the questionnaire and then five of them participated in the subsequent interview sessions. The findings revealed that the teachers' perceptions of in-class English speaking assessment in terms of three investigated aspects were generally appropriate. Nonetheless, the teachers showed their limited knowledge about oral portfolios as a speaking assessment type; they also articulated their need for more instruction on how to implement self-assessment as a type of English speaking assessment.

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Student perceptions of ePortfolio integration in online courses

Cited by 100 publications

References 7 publications

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

Rethinking Electronic Portfolios to Promote Sustainability among Teachers

An Investigation Into Efl Teachers’ Perceptions of in-Class English Speaking Assessment

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