E-Portfolio as an Evaluative Tool for Emergency Virtual Education: Analysis of the Case of the University Andres Bello (Chile) During the COVID-19 Pandemic

Rodríguez, Rubén; Martinez-Ulloa, Lorena; Flores-Bustos, Carolina

doi:10.3389/fpsyg.2022.892278

Cited by 6 publications

(15 citation statements)

References 20 publications

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“…For student-student collaboration, three main types were identified: peer evaluation (including peer review and feedback), cooperative e-portfolio making, and peer assistance through social interaction. Rodriguez et al (2022) emphasised the significance of student-student collaboration, especially for implementing the new evaluation system, the e-portfolio-based assessment. They included co-evaluation, allowing students to reflect on and incorporate the ideas of their classmates responsible for constructing the projects.…”

Section: Bibliometric Information and Main Themes Of The Chosen Papersmentioning

confidence: 99%

“…It was revealed that pupils appreciated peer input substantially. Rodriguez et al (2022) advocated the collaborative development of knowledge through exchanging resources and reflections among peers as another layer of student-student cooperation. Likewise, in the study conducted by Abuzaid et al (2021), students valued their engagement with peers since they were able to communicate their opinions and get feedback; interaction with classmates increases student learning and productivity.…”

Section: Bibliometric Information and Main Themes Of The Chosen Papersmentioning

confidence: 99%

“…Although online education is not a novel concept, the global COVID-19 pandemic has driven online learning into regular practice (Mudau & Modise, 2022). E-portfolios have attracted the attention of academics and educators as a widely utilised digital tool in online learning settings (Devarajoo, 2020;Domene-Martos et al, 2021;Rodriguez et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, these situations and the related problems and hurdles influenced educators' material organisation, instructional approach, and online assessment. Simultaneously, it had a psychological influence on pupils and their performance and learning objectives, implying that it substantially impacted their cognitive and emotional processes (Rahiem, 2021;Rodriguez et al, 2022;Schiff et al, 2021). Because of these constraints, using digital technology Wenger (2010) highlights three crucial elements of the CoP.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

Zhang¹,

Tur²

2023

INT J EDUC METHODOL

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<p style="text-align: justify;">As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.</p>

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Section: Bibliometric Information and Main Themes Of The Chosen Papersmentioning

confidence: 99%

Section: Bibliometric Information and Main Themes Of The Chosen Papersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

Zhang¹,

Tur²

2023

INT J EDUC METHODOL

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confidence: 99%

E-portfolio practice for student wellbeing in higher education: A scoping review

McCarthy

McNally

Mitchell

2022

APUBS

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With the onset of the COVID-19 pandemic, technological transformation in higher education was promoted globally. While e-portfolios are not necessarily new as an educational approach, their significance as an alternative online assessment model increased during this rapid, compulsory shift from face-to-face learning into distance learning modes (Rodriguez et al., 2022). Meanwhile, amidst the unprecedented pedagogical and technological changes, mental health issues are an alarming concern. Students in higher education face stressors impairing not only academic performance and social life but also mental health and wellbeing (Davis & Hadwin, 2021; Hartl et al., 2022; Prasath et al., 2021; Stallman et al., 2022). The significance of developing collaborative, safe and supportive digital environments has been increasingly emphasized by educators and researchers in higher education institutions and universities around the world. However, no previous study has mapped existing studies on the impact of e-portfolio practice on student wellbeing. In that context, the aim of the study was to map and assess published empirical studies on the contribution of e-portfolio practice to student wellbeing in higher education. Our leading research question was: What is known from the existing research literature about the contribution of e-portfolio practice to student psychological wellbeing? A scoping review was conducted using the methodological framework of Arksey and O’Malley (2005). A systematic and comprehensive search of ProQuest, Scopus, Web of Science, Wiley Online Library and Google Scholar databases was performed for studies published between 2012 and 2022. Eligibility criteria were agreed upon among the writers before the review started. One of the authors assessed eligibility in two stages and extracted data using Covidence Software. Where doubts arose, the authors came together to reach an agreement at the full text review stage. The review included 23 papers based on empirical findings and discussions. Five thematic groupings around student wellbeing were identified among the included papers: motivational outcomes, self-perception outcomes, identity outcomes, social outcomes, and self-efficacy outcomes. E-portfolio practice, when designed to allow creativity and communication, seems to contribute positively to student wellbeing in higher education. When it is regarded as summative assessment, on the other hand, it might affect student wellbeing negatively as a stressor. Most of the students have a positive perception of e-portfolios on their personal development, self-efficacy, self-esteem, and motivation. There is also a minority of students reported to see no value in e-portfolio practice and perceive them as a waste of their time. Future research should investigate how and what kind of e-portfolio learning design can help with building resilience and wellbeing among higher education students. More empirical research is needed to develop an instrument to measure the impact of e-portfolio practice on student psychological wellbeing as well as retention and success.

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Teachers’ perceptions, facilitators, and barriers to the regular use of self-reflection in public health higher education during COVID-19 — a mixed methods approach

Lim

Tan

Hoe

et al. 2023

Reflective Practice

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E-Portfolio as an Evaluative Tool for Emergency Virtual Education: Analysis of the Case of the University Andres Bello (Chile) During the COVID-19 Pandemic

Cited by 6 publications

References 20 publications

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

E-portfolio practice for student wellbeing in higher education: A scoping review

Teachers’ perceptions, facilitators, and barriers to the regular use of self-reflection in public health higher education during COVID-19 — a mixed methods approach

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