Clarifying different types of portfolio use

Smith, Kari; Tillema, Harm

doi:10.1080/0260293032000130252

Cited by 155 publications

(105 citation statements)

References 2 publications

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“…First, a portfolio is a very broad and at times elusive construct. Smith and Tillema (2003) ascilite argue that the myriad of portfolios available may be differently named, but are often the same thing. As illustrated earlier, a portfolio can be anything from a simple file container to a rich learning environment facilitating the development of SDL.…”

Section: Limitationsmentioning

confidence: 99%

“…Smith and Tillema (2003) classify different types of portfolios by purpose (selection vs. learning) and volition (voluntary vs. mandatory). Using this classification, four types of portfolios are distinguished: a dossier, a reflective portfolio, a training portfolio, and a personal development portfolio.…”

Section: Introductionmentioning

confidence: 99%

“…Figure 1. A portfolio classification by purpose and volition of use (adapted from Smith & Tillema, 2003;p. 628).…”

Section: Introductionmentioning

confidence: 99%

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e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

Beckers

Dolmans

Merriënboer

2016

AJET

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e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate the development of these skills. We conducted a systematic review aimed at identifying and understanding influences on the development of self-directed learning with an e-portfolio. Inclusion criteria were used to select recent, high quality studies that focused on e-portfolios and reported an influence on self-directed learning. There were 17 articles that met the inclusion criteria. Institutional factors, curriculum factors, learning process factors, personal factors, and portfolio factors were identified. Portfolios are used most effectively when faculty development aimed at supervising self-directed learning skills development is provided, when the portfolio is integrated into the educational routine, when teachers coach students regularly, when scaffolding is applied to increase motivation, and when the portfolio is designed to facilitate at least goal-setting, task-analysis, plan implementation, and self-evaluation.

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Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

Beckers

Dolmans

Merriënboer

2016

AJET

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“…However, a variety of problems and issues have come to the attention of researchers and practitioners with the use of portfolios in a learning environment such as the lack of well-defined guidelines and a clear structure (Smith & Tillema, 2003). This is feared to cause confusion and anxiety among students with regard to the scope and value of the e-Portfolio (Darling, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Past researchers have stated that without proper guideline and being student-driven can lead the students to be lacking in self-directedness and motivation (Zeichner & Wray, 2001). Students need guidance and support to showcase their concepts, understanding, and skills to fulfill the learning outcomes (Smith & Tillema, 2003) which require a lot of time on the part of the facilitators and the students (Wade & Yarbrough, 1996).…”

Section: Introductionmentioning

confidence: 99%

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Mohamad¹,

Embi²,

Nordin³

2016

ASS

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The present articles introduce the e-Portfolio as a storage, workspace and showcase to support teaching and learning in higher education institutions (HEIs). Thus, the mix-method approach was implemented on determining important elements of e-Portfolio as a storage, workspace and showcase for a social sciences and humanities context. This study implemented thematic analysis and Fuzzy Delphi Method to obtain the result. Therefore, 25 experts in instructional technology was participated in the process of the making a decision. As resulted, this study highlighted the fundamental of e-Portfolio consists; workspace, storage and showcase. Eventually, the instructional designer will understand and strategies on how to develop an effective e-Portfolio as learning support tool to enhance the learning experience between facilitator and learner.

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