The Development of e-Portfolio for Lesson Study

Encalada, Julio; Santiesteban, Kenia; Portela, Yara; Cruz, Sara; Arboleda, Marcos

doi:10.1109/inciscos.2017.35

Cited by 3 publications

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Meanwhile, Encalada et al (2018) discovered that applying the lesson study model in combination with the eportfolio significantly improves learning achievements. It was found that, enabling asynchronous interaction, the eportfolio improves students' collaborative skills, and facilitates an understanding of functional elements at each stage of the model and their application in pre-professional practice.…”

Section: Previous Studies Related To a University Students' E-portfoliomentioning

confidence: 99%

A Proposed Model for the University Students' E-Portfolio

Mahasneh

2020

Journal of Education and e-Learning Research

View full text Add to dashboard Cite

Previous efforts have been made to develop a model for a university students' e-portfolio and determine university students' attitudes toward that model; however, to date, few studies have been conducted. This study employed a descriptive and experimental design: interviews with 20 specialists in educational science were conducted to develop and gain consensus on the proposed model for a university students' e-portfolio; and, following verification of its validity and reliability, a 17-item questionnaire was distributed among an experimental group of 90 students (43 male, 47 female) at Al-Shoubak University College to assess their attitudes toward the proposed e-portfolio model. The interviews resulted in a proposed model of a university students' e-portfolio comprising 10 components: student biography, course plan, reports and research, homework, projects and experiments, activities, summaries and conclusions, scientific material, audio and video clips, and samples of student performance. In addition, the results of the questionnaire revealed that the students' attitudes toward the proposed model were generally positive. Consequently, it is recommended that faculty members introduce the university students' e-portfolio into teaching practice.

show abstract

Section: Previous Studies Related To a University Students' E-portfoliomentioning

confidence: 99%

A Proposed Model for the University Students' E-Portfolio

Mahasneh

2020

Journal of Education and e-Learning Research

View full text Add to dashboard Cite

show abstract

“…As regards the use of e-portfolios in the learning process, Encalada, Santiesteban, Portela, Cruz, and Arboleda (2017) implement an e-portfolio in the Mahara platform adapted to the Lesson Study model, which facilitates the collaborative work of the learners in Educational Sciences careers in their pre-professional practices. Weber and Myrick (2018) analyse the experiences of undergraduate students in a summer research program and the development of e-portfolios through free web pages such as Wix and WordPress.…”

Section: Introductionmentioning

confidence: 99%

Supporting self-regulated learning and personalization using ePortfolios: a semantic approach based on learning paths

Romero

Saucedo

Caliusco

et al. 2019

Int J Educ Technol High Educ

View full text Add to dashboard Cite

In the area of e-learning, there are new challenges to be overcome. One of them is to allow students self-regulation of their learning. Within this self-regulation process, students and teachers use technological tools to carry out their tasks. In general, these tools do not consider pedagogical aspects. Emerging approaches propose the use of electronic portfolios and semantic technologies to provide pedagogical characteristics that make tools more user-friendly for both teachers and students. This paper presents a conceptual model of an intelligent system to support self-regulated learning. This model is based on semantic technologies and uses the concepts of learning paths and student e-portfolios. For learning path generation, the system considers the different learning levels that a student should achieve and metrics that measure student progress. In this way, it proposes a learning path with the intention that the student achieves as highest learning level as possible.

show abstract

Researching the use of e-portfolios to promote students thinking in digital age: a qualitative action study

Afrilyasanti,

Suhartoyo,

Widiati

2024

ITSE

View full text Add to dashboard Cite

Purpose Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts. Design/methodology/approach This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data. Findings By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically. Research limitations/implications HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings. Practical implications The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom. Social implications The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio. Originality/value Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.

show abstract

The Development of e-Portfolio for Lesson Study

Cited by 3 publications

References 25 publications

A Proposed Model for the University Students' E-Portfolio

A Proposed Model for the University Students' E-Portfolio

Supporting self-regulated learning and personalization using ePortfolios: a semantic approach based on learning paths

Researching the use of e-portfolios to promote students thinking in digital age: a qualitative action study

Contact Info

Product

Resources

About