Utilization of e-Portfolios in Teacher Education Institutions of Higher Education in Central Visayas, Philippines

Boholano, Helen B.; Sanchez, Joje Mar P.; Balo, Vincent Theodore M.; Navarro, Tizza Marie M.

doi:10.18178/ijiet.2022.12.9.1701

Cited by 5 publications

(5 citation statements)

References 26 publications

(30 reference statements)

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“…In other words, students with experience in the use of digital portfolios are prone to report awareness of their learning strategies, whereas students not using them are not. Consequently, the results confirm that digital portfolios are an efficient tool to develop and maintain higher education students' autonomy, reinforcing other studies in the same line [29][30][31][32]. In fact, their intensive use can lead to an acquisition of more significant learning, greater self-regulation of students' learning, and greater reflection capacity [35].…”

Section: Discussionsupporting

confidence: 82%

“…Teachers contribute directly to the development of students' autonomy with the use of e-portfolios [31]. A main strategy to do so is teachers boosting students' awareness of their learning process [30].…”

Section: Discussionmentioning

confidence: 99%

“…Digital portfolios can be defined as a space or dossier where students reflect and compile their learning journeys by using multimodal artefacts [29]. Such tools are proven to provide positive impacts on multiple focuses of the learning paradigm: permitting teachers to enhance students' experiences in learning and assessment [30], offering opportunities to access hard-to-measure constructs like collaboration, deep metacognitive reflections on the learning journey [31], and helping students' self-regulation in different aspects, such as speaking tasks [32], among others.…”

Section: Introductionmentioning

confidence: 99%

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The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

Mogas,

Cea Álvarez,

Pazos-Justo

2023

Education Sciences

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Education is continuously evolving, even more with rapid technological advances and the needs and possibilities detected from the COVID-19 pandemic experience. In the current social context for higher education students, their need to have skills and competences related to autonomy, is increasingly acknowledged, and they must be capable of conducting better self-regulated learning. Digital competence is another elementary value to tackle with quality education: not only for online and hybrid modalities, also in face-to-face teaching and learning, the use of digital tools is proven to enrich the process and make learning more efficient. Among the resources explored in education, one of the most valuable are e-portfolios or reflexive digital portfolios. Thus, this study intends to give response to the following two questions in the context of students in higher education: is the experience of the use of a digital portfolio related to the promotion of autonomous competence? How is the use of digital portfolios related to digital competence? The sample is gathered within a European project; 355 students from six universities of five countries responded to a questionnaire. The main results confirm that students that have used e-portfolios appear more likely to be autonomous and also show remarkable differences in some items of their digital competence, compared with those that have not used e-portfolios. Not all responses point at significant differences, but at least for given aspects, we affirmatively conclude that e-portfolios may ease the learning process in terms of digital and autonomous competences.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

Mogas,

Cea Álvarez,

Pazos-Justo

2023

Education Sciences

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“…Technology for evaluation may also be given increasing attention as systems like AIbased grading acquire popularity (Prieto et al, 2020;Sanchez et al, 2023). As students and instructors alike must be equipped with the skills to traverse the digital environment of education, a greater focus on digital literacy may also become a trend (Ocaña-Fernández et al, 2020;Boholano et al, 2022). The pandemic has accelerated the adoption of new technologies in education and brought to light the potential advantages of utilizing technology to improve teaching and learning (Orlanda-Ventayen et al, 2021).…”

Section: Focus On Digital Literacymentioning

confidence: 99%

Beyond the pandemic: The changing landscape of technology integration in higher education in Central Visayas, Philippines

Goles,

Sanchez,

Sumalinog

et al. 2024

CTU J. of Inn. & Sus. Dev.

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The pandemic has revealed the differences in how educators use technology to better serve students. This study explored teachers' lived experiences regarding technology use in their teaching functions before the pandemic altered the country's educational system and after the pandemic subsided. It employed descriptive phenomenology as a research design, involving eight college teachers from public and private higher education institutions in Central Visayas, Philippines. A semi-structured interview guide was used, and data were analyzed using the thematic analysis steps. After intensive interpretation and analysis of the data, six themes emerged: 1) pre-pandemic teaching and technology use; 2) changes in teaching and technology use during the pandemic; 3) post-pandemic teaching and technology use; 4) challenges in post-COVID teaching and technology use; 5) opportunities in post-COVID teaching and technology use; and 6) perceptions about the future of teaching and technology use. The results showed that technology has substantially enhanced teaching efficacy and improved technology skills. It is recommended that teachers equip themselves with technological knowledge to meet future demands. For future studies, researchers may focus on exploring how technology affects the health of both teachers and students.

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“…Without flexibility, it may have an adverse impact on the learning process. Flexibility is what makes eportfolios more engaging (Boholano et al, 2022), grants learners greater control (Namaziandost et al, 2020), and encourages students to take a more active role in their own learning (Uijil & Filius, 2022).…”

Section: Students' Unfamiliarity With the Toolmentioning

confidence: 99%

Students' Voices on E-Portfolio-Based English Listening Assessment Using Google Sites

Hanifa,

Yusuf,

Gunawan

2024

JALL

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As assessment becomes more important in education, teachers must be advanced in both assessment and teaching course materials. The most recent way of assessing the performance of students in listening classrooms is value-added assessment using Google Sites as e-portfolios, one of among the strongest instruments used to assess the efficacy of teachers as well as recognise growth in students. Nonetheless, the use of e-portfolios in EFL students' listening classrooms and how it influences their learning enjoyment remains undetermined due to neither researchers nor students have addressed these issues in depth, and studies on using Google Sites as an e-portfolio-based assessment for teaching listening comprehensions have also been underutilised. Thus, this research aims to gain insight towards EFL students' views on using Google Sites as an e-portfolio-based value-added assessment tool in listening classrooms. It made use of a qualitative case study and included second-year university students. Students' course reflections and semi-structured interviews were both utilised to collect data, which was thereafter analysed qualitatively using coding and thematic analysis. The results of the study revealed that creating e-portfolios with Google Sites proves helpful in assessing students' learning achievement, tracking and measuring students' progress, and diagnosing deficiencies that need to be addressed. This study renders a recommendation for the use of other well-developed assessment tools in future studies.

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Utilization of e-Portfolios in Teacher Education Institutions of Higher Education in Central Visayas, Philippines

Cited by 5 publications

References 26 publications

The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence

Beyond the pandemic: The changing landscape of technology integration in higher education in Central Visayas, Philippines

Students' Voices on E-Portfolio-Based English Listening Assessment Using Google Sites

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