Database e-portfolio systems: A critical appraisal

Kimball, Miles A.

doi:10.1016/j.compcom.2005.08.003

Cited by 56 publications

(66 citation statements)

References 1 publication

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“…The learner must demonstrate that they are able to produce evidence of their work, but also be able to appraise and select appropriate examples that justify their claim to be at M-level. This corresponds with the views of Kimball (2005) who discusses the central concepts of the pedagogy related to portfolios. Table 1 illustrates the constituent parts of a portfolio.…”

Section: Portfoliossupporting

confidence: 70%

Dissertation by Portfolio - An alternative to the traditional thesis

Crowther¹

2012

SEEJ

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Both the absolute numbers and proportion of international students in the student cohorts of postgradute computing and engineering courses rose dramatically between 2005 and 2009. One of the hardest tasks these students have to perform is the production of a dissertation in English. This paper will concentrate on experiences with students studying computing masters level courses. This paper asks the question whether we are assessing a student's skills with academic English or their ability to meet the learning outcomes of the dissertation module. It will present an alternative to the traditional written dissertation in the form of a portfolio model which is applicable in highly technical research projects.The lessons learned from a pilot project which introduced portfolio dissertations to the Department of Computing at Sheffield Hallam University will be presented along with plans for the next stage of implementation.

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Section: Portfoliossupporting

confidence: 70%

Dissertation by Portfolio - An alternative to the traditional thesis

Crowther¹

2012

SEEJ

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“…Documents in an electronic form can be easily shared with and commented by others (Driessen et al, 2007), such as peers and teachers. In addition, using electronic devices and gaining experience in handling computer software is an important prerequisite for using computers skillfully in a professional context (Kimball, 2005). As a consequence, if using computers for learning is considered to be more than something "nice to have," learners should acquire the pertaining expertise, in particular, when they are going to be teachers for the next generation of students (Aldunate & Nussbaum, 2013).…”

Section: Challenges and Chances Of Using An Electronic Portfolio: Usamentioning

confidence: 99%

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Schlag

Imhof²

2017

IJHE

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The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the Technology Acceptance Model (TAM; Davis, Bagozzi, & Warshaw, 1989) we analyzed external variables (e.g., computer-anxiety) that influence technology acceptance and the actual system use in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks.Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. In contrast the more the computer was seen as uninfluential tool for working and learning, the more computer anxiety, hopelessness, anxiety and less positive mood, interest and joy to work on the electronic-portfolio has been reported. So, students' computer related attitudes should be considered when working with an electronic-portfolio to better tailor instruction to learner needs.

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“…The assessment will use evidence-based to measure the standard and quality of work based on standard rubric refer to respective subject or courses. Kimball (2005) stated that the authentic is a process of reflection in action or the reiterative process of looking the past and future to meet the goal and expectation of their learning. Authentic (0.713) is a key feature of e-Portfolio which focuses on real-world and complex problems.…”

Section: Findings and Discussionmentioning

confidence: 99%

Determining e-Portfolio Elements in Learning Process Using Fuzzy Delphi Analysis

Mohamad¹,

Embi²,

Nordin³

2015

IES

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The present article introduces the Fuzzy Delphi method results obtained in the study on determining e-Portfolio elements in learning process for art and design context. This method bases on qualified experts that assure the validity of the collected information. In particular, the confirmation of elements is based on experts' opinion and consensus. The consensus survey constructed based on the emergent themes the experts raised from the conducted interview. For this purpose about 23 experts in instructional technology involved in the interview and responses the survey. As resulted, the Fuzzy Delphi will interpret the decision making made by experts based on priority as a guideline to the best practices and mechanism of implementing e-Portfolio as methodological tool.

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Database e-portfolio systems: A critical appraisal

Cited by 56 publications

References 1 publication

Dissertation by Portfolio - An alternative to the traditional thesis

Dissertation by Portfolio - An alternative to the traditional thesis

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Determining e-Portfolio Elements in Learning Process Using Fuzzy Delphi Analysis

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