Teaching portfolios in higher education and their effects: An explorative study

Rijdt, Catherine De; Tiquet, Eva; Dochy, Filip; Devolder, Maurice

doi:10.1016/j.tate.2006.07.002

Cited by 69 publications

(45 citation statements)

References 27 publications

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“…The study conducted by Chang et al (2014) suggests that when compared with storing information in the electronic environment, creating e-portfolios have positive effects on students' attitudes. In another research De Rijdt, Tiquet, Dochy & Devolder (2006) found that portfolio has positive effect on high education students. According to the findings of this study, mobile portfolios created by the students have positive outcomes on their attitudes towards internet usage, however the differences that emerge are not significant.…”

Section: Conclusion and Discussionmentioning

confidence: 94%

The Effect of Mobile Portfolio (M-Portfolio) Supported Mastery Learning Model on Students’ Achievement and Their Attitudes towards Using Internet

Özdemir

Erdemci²

2017

JETS

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The term mobile portfolio refers to creating, evaluating and sharing portfolios in mobile environments. Many of the states that pose an obstacle for portfolio usage are now extinguished through mobile portfolios. The aim in this research is to determine the effect of mobile portfolio supported mastery learning model on students' success and attitudes towards using internet. The research was carried out in the Academic Year 2014-2015 with students, taking Computer-I course at Primary School Teacher Education and Social Sciences Teaching Departments in Faculty of Education in Siirt University. The Internet Usage Attitudes Scale developed by Tavsancil & Keser (2002), was used to determine student attitudes towards internet usage. The scale was prepared as a five point Likert type scale. An academic achievement test developed by researchers was used to determine achievement of course. The data analysis methods used in this study were average, standard deviation, independent groups t-test and dependent groups t-test. As a result of research, the effect of mobile portfolio supported mastery learning model on students' academic achievement was found to be positive. Furthermore, use of mobile portfolio among students tested in research, a positive increase was seen in their attitudes towards internet use. As a result of the data analysis, this difference shows no significant difference. According to the findings recommendations have been made.

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Section: Conclusion and Discussionmentioning

confidence: 94%

The Effect of Mobile Portfolio (M-Portfolio) Supported Mastery Learning Model on Students’ Achievement and Their Attitudes towards Using Internet

Özdemir

Erdemci²

2017

JETS

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“…22,27 The benefits to the individual were either nonspecific, an increase in confidence, improvement in critical thinking or a change in behaviour towards peers. The two long-term studies 22,25 suggested an intended change in practice and an increase in professional self-awareness.…”

Section: Direct Benefit To Practicementioning

confidence: 99%

“…However, there was no consensus about what should be disclosed to outside authorities. The survey by De Rijdt et al of 117 teachers found a large proportion (84%) agreed that portfolios are useful to reflect on practice 27 but only 22% actually kept a portfolio.…”

Section: A Tool For Reflection and Feedbackmentioning

confidence: 99%

The impact of portfolios on health professionals' practice: a literature review

Kostrzewski

Dhillon

Goodsman

et al. 2008

International Journal of Pharmacy Practice

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Objectives The purpose of this paper is to review the literature on the use of a portfolio and discuss the evidence for the impact of a portfolio on professional practice, in particular pharmacy practice. Method A literature review was performed using databases from health care and education, namely AMED, BEI, CINAHL, Embase, ERIC, IPA, MedLine, PHARM-LINE, PsycInfo, TIMELIT and ZETOCs, as well as a manual search of relevant journals and documents between 1991 and 2007. The search terms included portfolio, progress files and assessment, and these were linked with pharmacy. Articles were included in the review if they had a focus on the portfolio as a contribution to professional practice. Key findings Portfolios have been used in the education field for over decade. A total of 26 out of 1901 papers were identified which examined portfolios in a post-registration setting. The majority of these publications were from medicine (12), with education (six), pharmacy (five) and nursing (three) making up a small proportion. Portfolios were seen as (a) a tool for use in feedback, (b) a useful trigger for reflection and (c) a link between academic learning and practice. A similar set of findings were seen in the educational context. In addition, a portfolio (a) requires motivation to record and (b) can change behaviour towards colleagues. Conclusions There is still confusion about the meaning of a professional portfolio in health care professions. It is suggested that portfolios should be classified according to a modified system from the teaching profession. The evidence that portfolios can contribute to practice is limited. This review suggests the need for more studies into the impact of portfolios on professional practice, in particular in a pharmacy context.

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“…A teaching portfolio, broadly defined as a "purposeful collection of evidence, consisting of descriptions, documents and examples of what good teaching means to teachers" (De Rijdt, Tiquet, Dochy, & Devolder, 2006;p. 1086), is increasingly adopted by higher education institutions (Seldin, Miller, & Seldin, 2010;Wolf & Dietz, 1998;Wray, 2007).…”

Section: Introductionmentioning

confidence: 99%

Potential of digital teaching portfolios for establishing a professional learning community in higher education

Lai

Lim

Wang

2016

AJET

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<p>Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of themes emerged from the cross-case data analysis: the teaching staff used DTPs for both personal and social benefits; they found it important to link their DTPs with students’ learning; they developed DTPs at different levels (individual and group level); they aligned their DTPs with their underlying teaching and learning beliefs; and they found that technical and conceptual supports, as well as opportunities to discuss and share with colleagues, were necessary for the successful implementation of DTPs. The study suggests that DTPs could significantly enhance higher education teaching and learning, and through sharing of DTPs, teaching staff could build a professional learning community that enhances their capacity for teaching and professional learning.</p>

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Teaching portfolios in higher education and their effects: An explorative study

Cited by 69 publications

References 27 publications

The Effect of Mobile Portfolio (M-Portfolio) Supported Mastery Learning Model on Students’ Achievement and Their Attitudes towards Using Internet

The Effect of Mobile Portfolio (M-Portfolio) Supported Mastery Learning Model on Students’ Achievement and Their Attitudes towards Using Internet

The impact of portfolios on health professionals' practice: a literature review

Potential of digital teaching portfolios for establishing a professional learning community in higher education

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