E-portfolios in Pre-service Teacher Education: Sustainability and Lifelong Learning

Lim, Cher Ping; Lee, John Chi‐Kin; Jia, Nan

doi:10.1007/978-3-319-24139-5_10

Cited by 9 publications

(8 citation statements)

References 19 publications

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“…They provide visible and tangible evidence of how students are progressing and allow others to monitor, discuss and assess student learning (Driessen, 2008, p.9). E-portfolios are considered an important tool for student learning and personal development (Joint Information Systems Committee, 2008;Hsieh, Chen & Hung, 2015, p.838), for professional development in vocational higher education (Winberg and Pallitt, 2016;Lim, Lee and Jia, 2016) and for student assessments (Contreras-Higuera, Martinez-Olmo, Rubio-Hurtado & Vila-Banos, 2016;Buyarski & Landis, 2014). Studies such as Attwell (2007), Barrett and Garrett (2009), Meyer et al (2010), Posey et al (2015) and Trevitt, Macduff and Steed (2014) also have shown that positive benefits can be derived from the use of e-portfolios in education both as multimedia containers and as tools to support learning and personal development.…”

Section: E-portfoliosmentioning

confidence: 99%

“…E-portfolio systems cannot enhance student learning and development if students do not accept they should use the systems (Tosh, Light, Fleming & Haywood, 2005). Current literature on e-portfolios has mainly focused on the potential benefit of e-portfolios in education (Becta, 2007;Attwell, 2007;Barrett & Garrett, 2009;Lim et al, 2016;Meyer et al, 2010;Wakimoto & Lewis, 2014), which helps with understanding the importance of e-portfolios for teaching and learning. However, little current literature studies the factors that affect undergraduate student acceptance or rejection of eportfolios.…”

Section: The Purpose Of the Studymentioning

confidence: 99%

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Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

Abdullah

Ward

Ahmed

2016

Computers in Human Behavior

489

341

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Engagement with e-portfolios has been shown to improve students' learning. However, what influences students to accept e-portfolios is a question that needs careful study. The purpose of this study is to investigate the influence of Self-Efficacy, Subjective Norm, Enjoyment, Computer Anxiety and Experience on students' Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of an eportfolio system and their Behavioural Intention (BI) to use the system for learning. To do this, the study tested and used the General Extended Technology Acceptance Model for E-Learning (GETAMEL) in the context of e-portfolios. Valid data were collected from 242 UK undergraduate students who had been introduced to e-portfolios. The data set was analysed using SPSS software. Results showed that the best predictor of student's Perceived Ease of Use of the e-portfolio is Experience, followed by Enjoyment, Self-Efficacy and Subjective Norm. The best predictor of student's Perceived Usefulness of the e-portfolio is Perceived Ease of Use followed by Enjoyment. Both Perceived Ease of Use and Perceived Usefulness predict student's Behavioural Intention to Use the e-portfolio. The findings improve understanding regarding acceptance of e-portfolio systems and this work is therefore of particular interest to researchers, developers and practitioners of eportfolios.

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Section: E-portfoliosmentioning

confidence: 99%

Section: The Purpose Of the Studymentioning

confidence: 99%

Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

Abdullah

Ward

Ahmed

2016

Computers in Human Behavior

489

341

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“…E-portfolios are used in teacher education programmes as empowerment tools and also as reflection tools. Lim, Lee, & Jia, (2016) argue that pre-service teachers are the ones that benefit the most from the use of e-portfolios as their reflective competencies are being developed. Reflection is a key aspect of a teacher's professional development and an important means for student teachers by which to integrate theory and practice.…”

Section: The Teaching Practice E-portfoliomentioning

confidence: 99%

Mentoring Student Teachers for Self-Directed Professional Learning Through the Use of E-Portfolios During Teaching Practice

Thabane¹

2022

Education and New Developments 2022 – Volume I

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"Teaching Practice is a critical phase of teacher education that provides opportunities for student teachers to reflect on the development of their teaching philosophies and put them into action. Self-directed learning pertains to a process where these students take responsibility for their own learning by setting outcomes, choosing material or human resources, selecting appropriate learning strategies, and evaluating their learning. E-portfolios as learning tools can be utilized to facilitate the development of skills for self-directed learning. Good quality mentoring in schools contributes to the development of critical professional skills of student teachers and ensures the best quality learning experiences for pupils. This paper is arranged as an ideas paper that seeks to explore the intersections between mentoring, self-directed professional learning of student teachers and the use of e-portfolios during teaching practice. The most common trends on these topics will be described and intersections identified, thereby exploring how self-directed learning could be supported by the use of e-portfolios and good quality mentoring. Findings showed that e-portfolios are practical tools for self-directed, reflective and collaborative professional learning. Further findings show that formal mentoring programs are essential to meet student teachers professional learning needs. These findings will encourage mentor teachers to optimally use e-portfolios to enhance student teachers self-directed professional learning."

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“…Most of these tools are used to note experience and capture experience related data that further used for reflection [4]. Some scholars [31], [32], [33] have reported the use of electronic portfolios which is also used for maintaining learning material, personal notes to reflect on learning process. In addition to this Microsoft SenseCam is another tool that can be used for reflection that help to record experience in form of pictures and later used this data for reflection [23].…”

Section: Technology Support For Collaborative Reflectionmentioning

confidence: 99%

Co-Reflective System: Supporting Collaborative Critical Thinking and Knowledge Building

Salam¹,

Ibrahim

skandar

2019

IJIES

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Service-learning pedagogy provides practical learning experience for students by integrating community service with academic learning. However, experience is not enough, reflection on that experience is essential to produce new understanding. The concept of collaborative reflection has been recognized recently however, there is lack of research on how to structure guided collaborative reflection to view the process of knowledge building and how technologies can support it. To shed light on this issue, this study proposed a computational workflow of structured collaborative reflection which is adopted from integrated collaborative reflection model and implement a prototype (i.e. named as ‘Co-Reflective’) to proof the concept how Computer Supported Collaborative Reflection System (CSCRS) is supporting collaborative critical thinking and knowledge building. For this purpose, design science research methodology was employed in this study. The evaluation of Co-Reflective is provided where we asked our participants to evaluate their experience and give feedback about system. Based on the positive feedback of participants we conclude that Co-Reflective can effectively support for guided collaborative reflection activities to promote collaborative critical thinking and knowledge building. Implementation of Co-Reflective not only addresses the limitations of current technologies but also contribute in the body of knowledge by presenting the concept of integrated collaborative reflection model that promotes collaborative critical thinking and knowledge building. Keywords—collaborative knowledge building, collaborative reflection, Computer Supported Collaborative Reflection System (CSCRS), service learning.

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E-portfolios in Pre-service Teacher Education: Sustainability and Lifelong Learning

Cited by 9 publications

References 19 publications

Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

Mentoring Student Teachers for Self-Directed Professional Learning Through the Use of E-Portfolios During Teaching Practice

Co-Reflective System: Supporting Collaborative Critical Thinking and Knowledge Building

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