A critical reflection on eportfolio as a teaching tool

Lewis, Lyn

doi:10.24135/teacherswork.v12i2.179

Cited by 8 publications

(7 citation statements)

References 19 publications

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“…The platform should allow the user to define how others can view the portfolio and provide user feedback. Ideally, users should be able to create a lifelong profile that they can complete from any educational level throughout their professional career [29].…”

Section: Fig 1 the Development Of Self-regulated Learning Skills Thmentioning

confidence: 99%

Assessment of E-Portfolio in Higher Education

Syzdykova

Koblandin

Mikhaylova

et al. 2021

Int. J. Emerg. Technol. Learn.

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The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve self-understanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond.

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Section: Fig 1 the Development Of Self-regulated Learning Skills Thmentioning

confidence: 99%

Assessment of E-Portfolio in Higher Education

Syzdykova

Koblandin

Mikhaylova

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…Teachers can use the tool to learn from their teaching practice and demonstrate better self-reflective assessment, thereby adding interest to their work [29]. The reflective dimension of the e-portfolios paves the way for teachers to use e-portfolios as mere tools and integrate the e-portfolios for improving teaching practice and commitment [30].…”

Section: A Level Of Utilization Of E-portfolios In Teismentioning

confidence: 99%

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

Boholano¹,

Sanchez²,

Balo³

et al. 2022

IJIET

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E-portfolios are useful tools for learning and assessment. With this, this paper investigated the utilization of these electronic tools in teacher education institutions (TEIs) of higher education. Using embedded mixed design, a survey and focus group discussions were conducted with 85 college teachers in TEIs in Central Visayas, Philippines. Findings revealed that teachers utilized e-portfolios for students’ progress and the former’s school work but moderately implemented them for improving the latter’s learning experiences. The use of e-portfolios is highly effective towards pedagogical considerations and effective in academics’ teaching and usability. Qualitative results show that e-portfolios have gains and challenges, but teachers acknowledge the importance of the tools in education. In conclusion, e-portfolios have helped college teachers in TEIs in enhancing students’ experiences in learning and assessment, particularly during the COVID-19 pandemic. A framework for utilizing e-portfolios in higher education is crafted.

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“…The rise of online portfolios, as repositories of children's learning stories 1 and platforms for engagement between teachers, children and parents, has been a marked change in the early education (ECEC) environment in the last ten years (Higgins & Cherrington, 2017). In New Zealand, as in many other countries, online portfolios have become an increasingly popular way for educators to document and communicate children's learning to parents and in return for parents to respond (Goodman & Cherrington, 2015;Lewis, 2015). Indeed, for parents like myself, online portfolios have become an invaluable way of being in touch with your child and their development during the working day.…”

Section: Introductionmentioning

confidence: 99%

“…The development of more mobile, ubiquitous technologies (such as tablets and 'smart' devices of various kinds) have led to a flourishing of ICT in young children's lives more generally . While the literature on eportfolios in early education is relatively new 2 (Higgins & Cherrington, 2017), a primary focus of this work has been to consider the potential benefits and disadvantages the integration of the technology may have in the early education setting (Lewis, 2015;Penman, 2014). To that extent, it has been argued that the increasingly interactive online environment offered through eportfolios has overall tended to be more conducive 1 A Learning Story is a record of what a child has been seen doing in an ECEC environment.…”

Section: Introductionmentioning

confidence: 99%

E-portfolios and relational space in the early education environment

Gallagher

2018

Journal of Pedagogy

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This paper considers the role of eportfolios as an online tool intended to foster greater engagement between parent, teacher and child in early education settings. Drawing on New Zealand based research, I will critically examine the introduction of this technology as more than an addition into already existing ECEC services. Rather, I will highlight the generative impact it has in facilitating new kinds of relations between parents, teachers and managers, within what I term an emergent ‘virtual landscape of ECEC’. Ultimately I argue that this landscape is shaped by asymmetries of power, which allow for processes of subjectification and governing in ECEC to occur in new ways.

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A critical reflection on eportfolio as a teaching tool

Abstract: ABSTRACT

Cited by 8 publications

References 19 publications

Assessment of E-Portfolio in Higher Education

Assessment of E-Portfolio in Higher Education

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

E-portfolios and relational space in the early education environment

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