Engagement with Electronic Portfolios: Challenges from the Student Perspective

Abstract

Much of the evidence and research available on the use of e-portfolios focuses on faculty and institutional perspectives and/or consists mainly of anecdotes about how useful the e-portfolio has been to learners. While it is generally agreed that e-portfolios have great potential to engage students and promote deep learning, the research that has been conducted to date focuses very little on student perceptions of value of the e-portfolio for their learning. If students do not accept the e-portfolio as a holistic means with which to document their learning in different contexts and more importantly, agree or wish to use the e-portfolio as an integral part of their educational experience, then the potential impact the e-portfolio will have on learning will not be realised. This paper highlights four themes arising out of research that is underway within an international framework of collaboration between the University of Edinburgh, the University of British Columbia and the University of Waterloo.

Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

“…The foregoing research affirms that the student's perspective is important (Tosh et al, 2005), as is the knowledge construction that e-portfolios can facilitate (B. L. Cambridge, 2001;Chang et al, 2014).…”

“…Special attention is given to the student's perspective (Tosh, Light, Fleming, & Haywood, 2005), in this case, the perspective of students in Teacher Education.…”

E-portfolio as a means of self-promotion on the Web

“…Hauge (2006), in his study on electronic portfolio use in Norwegian teacher education, found that students with high levels of computer experience found electronic portfolios easiest to use, but that students without such experience did eventually catch up. Tosh, Light, Fleming and Haywood (2005) provide a timely warning of the problems that can be encountered in electronic portfolio implementation if the needs and attitudes of student users are not taken into consideration. Their research shows that addressing issues of buy-in, motivation, assessment and electronic portfolio technology can increase student engagement with portfolios.…”

“…As Tosh et al (2005, online) argue, "clear rubrics and scaffolding for students on how to reflect so that they internalize the benefits of reflective practice are clearly needed if this approach to learning is going to be embraced by most learners". Finally, Tosh et al (2005) document the concerns the students in their study had over the electronic portfolio technology they were using. Many students had problems with the software, complaining it was anything from too complicated to lacking in functionality.…”

“…He is building on the suggestion of Tosh et al (2005), that one of the most important ways to promote electronic portfolios to students is to show them your own. One of the students in their study had this to say:…”