Using ePortfolio’s to Assess Undergraduate Paramedic Students: A Proof of Concept Evaluation

Mason, Rod; Williams, Brett

doi:10.5430/ijhe.v5n3p146

Cited by 9 publications

(20 citation statements)

References 27 publications

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“…Thus the work market is based on data on the quality of their E-Portfolios (31) . For specialized skills, E-portfolios have been used as a highly useful assessment tool for students in developing clinical skills to encourage self-reflection and theoretical knowledge by students who identify strengths and gaps in their knowledge (26) . The AI Adi (3) study, E-Portfolio, has also been used to train students in engineering disciplines to write professional articles.…”

Section: What Is the Role Of E-portfolio In Assessing The 21st Century Skills?mentioning

confidence: 99%

E-Portfolio to Assess the 21stCentury Skills of Students in Smart E-Learning Environment

El-Senousy

2020

IJQA

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In the digital age, the interaction between the ICT and the educational system has led to fundamental transformations and changes to all elements of the learning process. Intelligent devices have enabled the learner to access knowledge resources at any time and anywhere. Learning management systems have produced a smart E-learning environment which enables active learning, Communication, and interaction among users. Quality Assurance in Higher Education has become urgent and aspires to qualify graduates who have mastered diverse and varied skills appropriate with the digital age. The academic programs requisite to rely upon the evaluation of learning outcomes, not only cognitive but also skills, thus the modification of the current assessment system is demanded. This study identified the 21st century skills and performance of learners in five categories: Critical Thinking Skills, Problem Solving Skills, Digital Communication & Sharing Skills, the Productivity of Creative Innovation Skills, and Self Regulated Learning & Career Skills. While Higher education is required to provide evidence of student learning skills, the study suggests E-Portfolios, which are considered as a tool that allows the student to: organize, save, document, publish, and digitally share his work as an accurate assessment tool. The study discusses the foundations, principles, objectives, and analyzes the application of E-Portfolio as a learning and assessment tool of 21st century skills in higher education. Keywords: E –Portfolio, 21st century skill, Quality of smart E-Learning.

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Section: What Is the Role Of E-portfolio In Assessing The 21st Century Skills?mentioning

confidence: 99%

E-Portfolio to Assess the 21stCentury Skills of Students in Smart E-Learning Environment

El-Senousy

2020

IJQA

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“…In Australia, the Medical Radiation Practice Board of Australia (MRPBA) professional capabilities framework obliges radiographers to embrace contemporary conceptualisations of competence. They must keep abreast of shifting expectations while the profession struggles to shed the perception that it is fulfilling the role of technical operatives . Due to these shifting expectations and to assure the MRPBA that students meet registration requirements on graduation; it is imperative to establish integrated systems of monitoring and evidencing students’ development.…”

Section: Introductionmentioning

confidence: 99%

Clinical educators’ attitudes towards the use of technology in the clinical teaching environment. A mixed methods study

McInerney

Druva

2019

J of Medical Radiation Sci

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Introduction In healthcare, there is ongoing flux in expectations for students and practitioners. Establishing integrated systems of monitoring and evidencing students’ development is imperative. With current trends towards the use of technology in tertiary education, online learning environments (OLEs) could constitute more effective evidencing of student progress in the clinical environment. However, there is little research exploring clinical educators' experiences with implementing technology in clinical education. The research aimed to: Examine clinical educators’ attitudes towards technology and its use in clinical education. Explore clinical educators’ experiences of implementing technologies in a clinical environment. Methods A mixed methods approach was taken to explore the aims. A previously validated technology attitude survey (TAS) was used with slight modifications, as well as open‐ended qualitative responses. These explored clinical educators’ experiences of the implementation of one specific OLE (PebblePad™) in their clinical environments. The survey was sent to clinical educators involved in the supervision of Medical Imaging students on clinical placement. Results Clinical educators play pivotal roles in students’ professional development and, given current trends in tertiary education, are under increasing pressure to utilise OLEs. This poses particular challenges in clinical environments. Irrespective of the challenges, successful implementation of technology in any environment is dependent on the attitudes of the users. Conclusions Clinical environments have specific challenges when implementing technology such as access to computers and time constraints on practitioners. Even with positive attitudes towards technology, a change in pedagogical outlook when using technology in clinical teaching is necessary.

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“…It includes multiple forms of performance measurement, reflecting the student's acquisition of knowledge, as well as the achievements, motives and behaviors that are developed during the implementation of the activities (Callison, 1998;Wuetherick, B. & Dickinson, J., 2015;Landis, Scott, & Kahn, 2015;Mason, & Williams, 2016). Its main requirement is authentic teaching as well as authentic learning (Varsamidou & Res, 2007;Parker, Ndoye, & Ritzhaupt, 2012)).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Students' Attitudes and Beliefs Regarding the Use of E-Portfolio as an Alternative Form of Assessment: Results from a Pilot Survey in Greek Primary Education

Zafiropoulou¹,

Δάρρα²

2019

IJE

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The purpose of this paper is to investigate the contribution of the eportfolio to the development of positive attitudes and beliefs of students towards school and learning, as well as to the acquisition of self-assessment skills by students. The method used is the experiment using an experimental and a control group and two pre and post measurements. The survey was carried out during the first trimester of the school year 2016-2017 and a sample of 40 pupils of the second grade of the elementary school in the city of Rhodes. The findings of the survey show that students of both groups after the end of the intervention have a more positive attitude towards school and learning, but the experimental group that utilized the eportfolio has even higher rates of positive responses. In addition, in relation to the contribution of the eportfolio to the development of self-assessment skills by students, the students of the e-portfolio experimental group evaluated their performance higher than their teacher's assessment.

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Using ePortfolio’s to Assess Undergraduate Paramedic Students: A Proof of Concept Evaluation

Cited by 9 publications

References 27 publications

E-Portfolio to Assess the 21stCentury Skills of Students in Smart E-Learning Environment

E-Portfolio to Assess the 21stCentury Skills of Students in Smart E-Learning Environment

Clinical educators’ attitudes towards the use of technology in the clinical teaching environment. A mixed methods study

Students' Attitudes and Beliefs Regarding the Use of E-Portfolio as an Alternative Form of Assessment: Results from a Pilot Survey in Greek Primary Education

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