The Use of Digital Portfolio in Higher Education before and during the COVID-19 Pandemic

Abstract

This study is focused on the advantages and disadvantages of using a digital portfolio to improve the learning and evaluation processes in the initial teacher training of 4th-year students in the University of Seville (Spain). One of the interests of this research was to compare the learning capacities perceived by the students to improve their learning process before and during the COVID-19 pandemic. A qualitative, descriptive methodology was applied, identifying the most relevant dimensions, categories and codes for the analysis, management and interpretation of the opinions of the students, with a research triangulation (Cohen’s kappa coefficient) and a coding performed using the ATLAS.ti 8.4 software. The results show that the advantages with greater percentage correspond to the following categories: learning, usefulness of OneDrive, autonomy and evaluation. The greatest disadvantages detected were: time, uncertainty, usefulness of OneDrive and autonomy. There are differences in the perceptions of the students, between before and during the COVID-19 pandemic, about the learning capacities developed with the use of digital portfolio, since they consider that they have acquired more significant learning, greater self-regulation of their learning and greater reflection capacity.

El portafolio digital como herramienta de aprendizaje en la supervisión de prácticas durante la COVID-19

“…1.3. Ventajas del uso del portafolio en las prácticas y supervisión Entre las fortalezas del uso del portafolio la literatura consultada identifica que el alumnado suele destacar principalmente tres: a) autonomía para el aprendizaje (Nguyen y Ikeda, 2015), b) estudio a fondo de los contenidos (Ciesielkiewicz, 2019) y c) aprendizaje más significativo (Domene-Martos, Rodríguez-Gallego, Caldevilla-Domínguez, y Barrientos-Báez, 2021;Klampfer y Köhler, 2015;Sharifi, Soleimani, y Jafarigohar, 2017). El portafolio, empleado como herramienta de aprendizaje y de evaluación en la docencia universitaria, ayuda a centrar el proceso de enseñanza-aprendizaje en el trabajo reflexivo del alumnado, incrementa el espíritu crítico, permite la reconstrucción del aprendizaje obtenido en las prácticas y facilita la evaluación (González, Núñez, y Gómez, 2019).…”

“…Desde el punto de vista del docente, el portafolio facilita los procesos de aprendizaje, la metodología de las clases, la tutorización, los grados de adquisición de competen-cias del alumnado y la detección temprana de las dificultades inherentes a la tarea. Además, es un elemento muy útil para la evaluación del alumnado (Domene-Martos et al, 2021;Edelhauser y Lupu-Dima, 2021;Torres-Ruiz et al, 2018), principalmente por dos motivos: permite ver el crecimiento, la evolución y el desarrollo de las capacidades de los estudiantes durante las prácticas, que pueden ser supervisadas, tanto por los estudiantes como por el profesor de la asignatura, y, en segundo lugar, por proporcionar una evaluación justa, objetiva, transparente y completa del curso. Finalmente, desde la perspectiva del alumnado, el portafolio le permite saber cómo evoluciona el aprendizaje individual y grupal, cómo planificar el estudio y ejercer una responsabilidad compartida en todo el proceso (Cabero, López, y Jaén, 2013).…”

“…Pese a que las ventajas del portafolio superan a las limitaciones, sin embargo, la literatura consultada también reconoce algunos aspectos negativos, como, por ejemplo, una retroalimentación pobre o escasa (Domene-Martos et al, 2021;Kunnari y Laurikainen, 2017;Moreno-Fernández y Moreno-Crespo, 2017;Ortega y Llach, 2016). Otra de las críticas que se suele recibir por parte del alumnado se refiere al tiempo que conlleva su realización.…”

Level of Digital Teaching Competence on the Verge of the Post Pandemic

“…The need to continue with virtual education and learning because of Covid-19 and an uncertain future of hybrid education post Covid-19 will result in many teachers having the right level of digital competencies and soft skills because of the influence on their progress in different countries (Peru, Panama, El Salvador, Argentina, Ecuador, Paraguay, Bolivia and Honduras) despite having a low level of digital competence in each country [17], one of the digital effects were the portfolios that supported the development of learning and evaluation of the educational community, whose results show the appropriate use of OneDrive [18], as well as the use of technological equipment for the development of teaching-learning in university students that had a great importance in these times of Covid-19 [19], accompanied by the use of learning management systems whose exponential growth was at the university level worldwide, as they offer many varieties of spaces and virtual environments for collaborative work, being cell phones the most used to access these platforms [20], even professional practices were affected until the implementation of the learning management system, where very important aspects such as collaborative work, reflection and communication were developed [21].…”

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

“…Although online education is not a novel concept, the global COVID-19 pandemic has driven online learning into regular practice (Mudau & Modise, 2022). E-portfolios have attracted the attention of academics and educators as a widely utilised digital tool in online learning settings (Devarajoo, 2020;Domene-Martos et al, 2021;Rodriguez et al, 2022).…”