Using Digital Portfolios: Reflection, Assessment &amp; Employment

Cleveland, Richard E.

doi:10.1007/s11528-018-0262-0

Cited by 14 publications

(28 citation statements)

References 12 publications

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“…As demonstrated in Table 1, the included studies were published over a 3-year period (2016-2018), with region of origin spanning Europe, North America, and Australasia. The study designs of these articles spanned mixed methods studies (Cleveland, 2018;Hanbidge, McMillan & Scholz, 2018), descriptive survey research (Urpi-Sarda et al, 2016), action research (Thompson, Smythe & Jones, 2016), and qualitative research (Cohn & Plack, 2017;Finger-Ossinger & Löffler-Stastka, 2018). The majority of studies aimed to describe differing aspects of the implementation of online technology to facilitate reflective practice (Table 1).…”

Section: Characteristics Of Sources Of Evidencementioning

confidence: 99%

“…Study locations were HEIs, with one study also partnering with a local hospital (Thompson, Smythe & Jones, 2016) (Table 2). With regards to sampling methods, convenience sampling methods were used in 4/6 studies (Cohn & Plack, 2017;Cleveland, 2018;Finger-Ossinger & Löffler-Stastka, 2018;Hanbidge, McMillan & Scholz, 2018), while 2/6 did not specify the methods used (Thompson, Smythe & Jones, 2016;Urpi-Sarda et al, 2016). Similarly, recruitment methods were under-specified, with only 2/6 providing details (Thompson, Smythe & Jones, 2016;Hanbidge, McMillan & Scholz, 2018).…”

Section: Characteristics Of Sources Of Evidencementioning

confidence: 99%

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The enablers and barriers to facilitating the development of reflective practice skills of third level allied health professional students through technology: A scoping review

Gilheaney

Quigley

2022

ACS

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BACKGROUND: The ability to reflect on one’s own performance, attitudes, and knowledge is an essential attribute of a competent allied health professional (AHP). Traditionally, reflective practice skills have been fostered during clinical placements via dyadic or narrative means (e.g. face-to-face supervision, journal writing, and observational assessment). However, with the onset of the Covid-19 pandemic, students face reduced opportunities for traditional clinical learning experiences, and embraced telepractice, simulation-based learning and other technology-based learning opportunities. OBJECTIVE: Research is limited regarding the use of digital technologies to facilitate the development of students’ reflective practice skills, therefore the best ways to facilitate this novel learning are not fully known and students may be disadvantaged as a result. As such, a scoping review was conducted to identify studies addressing the enablers and barriers to facilitating reflective practice skills of third level healthcare students, including speech and language therapy students, through technological means. METHODS: Five electronic databases were searched for studies published between 2016 to 2020. Identified records were imported into Covidence and titles and abstracts were screened by two independent reviewers. Data charting and critical analysis was completed by both authors independently. RESULTS: Six studies were ultimately included in data charting. These were of heterogeneous design and mixed quality. Four themes and a range of subthemes were identified regarding enablers and barriers to the facilitation of reflective practice via technological means. CONCLUSIONS: This research has provided critical information which may support the future use of technology in facilitating reflective practice among students. Competency in reflective practice is crucial to the professional development of students, yet Covid-19 and resultant restrictions present challenges to implementing the processes traditionally involved in developing such skills. This research highlights potential avenues for future developments in higher education which may overcome these barriers and augment the professional development of students.

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Section: Characteristics Of Sources Of Evidencementioning

confidence: 99%

Section: Characteristics Of Sources Of Evidencementioning

confidence: 99%

The enablers and barriers to facilitating the development of reflective practice skills of third level allied health professional students through technology: A scoping review

Gilheaney

Quigley

2022

ACS

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“…In short, an integrative learning experience with ePortfolio can be achieved either with a single course or across an entire program as long as it is supported by a sustained, thoughtful, and coordinated ePortfolio integration. As noted by education scholars, practitioners, reflection is the key component of any successful integrative ePortfolio learning experience [6,9,10,16,26,27,28,29,30,31,32]. Meaningful and powerful reflections enhance personal development through change in attitude and behavior, which in and of itself can be considered a high-impact behavior [6,9,10,33].…”

Section: Eportfolio As Integrative Social Pedagogy and Reflective Practicementioning

confidence: 99%

ePortfolio and Service-Learning: A Tale of Two Cities Connected by Two High-Impact Practices

Ciesielkiewicz

Chan

Muñoz

2020

Int. J. Emerg. Technol. Learn.

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Two different post-secondary professional education programs from two different cities (New York and Madrid) took a similar approach in using ePortfolio to facilitate high-impact behaviors (HIBs) among their students while showing how the ePortfolio enhances and supports other high impact practices (HIPs). In Madrid, ePortfolio was utilized to support a Matumaini Project as it integrated the academic work carried out in the classrooms to help a community in Kenya. On the other side of the Atlantic, the ePortfolio was implemented in order to connect didactic learning from the classroom to the clinical practice in the local community. Both case studies suggested that the ePortfolio combined with other high-impact practices plays a complementary role with other High-Impact Practices (HIPs) in higher education. Our statistical analysis sheds light on the relationship between seven high-impact behaviors present when two high-impact practices, such as the ePortfolio and Service-Learning, are combined. The correlations, both combined and by city, demonstrate the importance of promoting two high-impact behaviors in particular, which are: 1) quality interaction between the students and the professors and 2) providing opportunities to relate academic learning to real world experiences. When these two high-impact behaviors were maximized, our data suggest that the use of other high-impact behaviors examined in this study expanded as well. This research also confirms the importance of providing students a way to relate their classroom learning with real-world experiences.

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“…ePortfolios are used as the vehicle to accomplish this goal. ePortfolios in T127 are used in three ways [8]. They are:…”

Section: Aims and Outcomesmentioning

confidence: 99%

International Perspectives on ePortfolios in Higher Education: Case Studies from Asia, North America and Europe

Ciesielkiewicz

Wisser

Rozells

2019

Int. J. Emerg. Technol. Learn.

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The authors of this paper explore case studies from three different universi-ties: Harvard University, Sookmyung Women's University, and Villanueva-Complutense University of Madrid. Although each case is from a different country on three different continents, what they have in common is that they all implemented ePortfolios at the course level within a Master of Edu-cation Program. ePortfolios are dynamic tools that can be used for many functions, which can be sorted into three categories: learning, evaluation, and career development. This paper analyzes the success factors of the three ePortfolio use cases as well as the challenges that can be considered general-izable and others that are more culturally specific. The exploration of differ-ent perspectives can help to develop a common understanding of the uses, benefits, and potential of ePortfolios in higher education.

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Using Digital Portfolios: Reflection, Assessment & Employment

Cited by 14 publications

References 12 publications

The enablers and barriers to facilitating the development of reflective practice skills of third level allied health professional students through technology: A scoping review

The enablers and barriers to facilitating the development of reflective practice skills of third level allied health professional students through technology: A scoping review

ePortfolio and Service-Learning: A Tale of Two Cities Connected by Two High-Impact Practices

International Perspectives on ePortfolios in Higher Education: Case Studies from Asia, North America and Europe

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