Deconstructing the Notion of ePortfolio as a ‘High Impact Practice’: A Self-Study and Comparative Analysis

Abstract

ePortfolio has become a popular pedagogical tool on the higher educational landscape, often referred to as a “high impact practice” that has the potential to generate transformative learning experiences. After reflecting on our educational development consultations and undergraduate teaching practices with ePortfolio, we identified areas of resonance with, and misalignment between, research literature and our experiences with implementation. We have conducted a self-study to capture the narratives of our experiences, and engaged in a comparative analysis of these narratives alongside ePortfolio best practice literature. We provide a comprehensive literature review, an overview of our narratives, and a discussion about the inconsistencies arising from our comparison. We conclude by offering some recommendations for application and suggestions for further inquiry. L’ePortfolio est devenu un outil pédagogique populaire sur la scène de l’enseignement supérieur, on en parle souvent comme d’une « pratique à fort impact » qui a le potentiel de générer des expériences d’apprentissage transformateur. Après avoir examiné nos consultations en matière de développement éducationnel et de pratiques d’enseignement au niveau du premier cycle avec emploi d’un ePortfolio, nous avons identifié des zones de résonnance ainsi que des dissonances par rapport à la recherche publiée et à nos expériences de mise en oeuvre. Nous avons mené une auto-évaluation afin de saisir les descriptions de nos expériences ainsi qu’une analyse comparative de ces descriptions côte à côte avec la documentation publiée sur les meilleures pratiques en matière d’ePortfolio. Nous présentons un examen complet de la documentation publiée, une vue d’ensemble de nos descriptions et une discussion sur les contradictions qui découlent de notre comparaison. En conclusion, nous offrons quelques recommandations concernant la mise en application ainsi que des suggestions pour un complément d’examen.

Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity

“…We are also mindful, however, that the use of dPs does not automatically lead to TCs' increasing competency with assessment and teacher identity as effective assessors. As has been shown in prior research, superficial implementation of dPs can result in what Mueller and Bair (2018) call a check-box approach in its creation, last-minute rush to get it done, absence of reflection, and simply another add-on task for overburdened students, which can jeopardize the successful implementation of any kinds of portfolios (Van Tartwijk et al, 2007). For dPs to go beyond being merely a tool, but acting as a teaching and learning strategy, "a substantive shift in the way we view assessment and grades" is required (Mueller & Bair, 2018, p. 9).…”

A Disruptive Innovation perspective on students’ opinions of online assessment

“…Both the external blogging apps, available in the first iteration of the course, and Mahara, used for 2 consecutive years, enabled the use of multi-media, but the vast majority of students (89.6%) did not use these affordances and treated the apps like word-processing software, as they have in subsequent years with the blogging facility on the Moodle VLE. Mueller and Bair (2018) reported on the use of e-portfolios on an interdisciplinary course at the University of Calgary, Canada (a tailored version of the WordPress, a blogging platform, was the specific technology used). They concluded, 'There was little indication in the final ePortfolio assignments that students had been using their portfolios to document the development of their thinking, explore their own perspectives, or consider their learning on a metacognitive level'.…”

Maximizing the utility of online assessment tools in the pandemic era- A narrative review

“…27 c. Sometimes the ePortfolios can be distressing to the students and they may feel stressed about the workload in preparing it. 28…”

“…27 f. The students can be provided with the rubric so that they can understand the components on which they will be assessed. 28 g. A draft portfolio can be submitted mid-way of the course to encourage them to start working early and get feedback. h. Reflections can be included at the end of the portfolio by providing guiding questions.…”