Eportfolio as a Tool of Learning, Presentation, Orientation and Evaluation Skills

Aitdaoud, Mohammed; Mohssine, Bentaib; M’hammed, El Kouali; Talbi, Mohammed; Namir, Abdelwahed

doi:10.1016/j.sbspro.2015.07.145

Cited by 13 publications

(5 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…E-portfolios are regarded as easily accessible assessment tools, with the ability to store multiple media, also they can be easily updated, and surely can be utilized to reference the work of learners. (Mohammed et al, 2015;Namaziandost, Hosseini et al, 2020). Providing learners with the opportunity to reflect on their own learning and more importantly giving teachers valuable chances to provide detailed feedback on their students' work are two main advantages of implementing eportfolios into teaching-learning contexts (Ahn, 2004).…”

Section: Review Of Literaturementioning

confidence: 99%

Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

et al. 2020

View full text Add to dashboard Cite

Section: Review Of Literaturementioning

confidence: 99%

Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

et al. 2020

View full text Add to dashboard Cite

“…E-portfolios have advantages over printed portfolios, as they are easily accessible, time and place independent, can integrate multiple media, are easy to update and can more readily reference the work of learners. In addition, eportfolios can be private or public, with the owner deciding who gets access to which levels of content (Amaya, Agudo, Sánchez, Rico, & Hernández-Linares, 2013;Mohammed, Mohssine, M'hammed, Mohammed, & Abdelouahed, 2015).…”

Section: 1different Kinds Of E-portfolios In Teacher Educationmentioning

confidence: 99%

Opportunities and challenges of e-portfolios in teacher education. Lessons learnt

Totter

Wyss

2019

Research on Education and Media

View full text Add to dashboard Cite

Portfolios are often used in higher education for learning, promotion, assessment and appraisal. Thanks to technical developments in recent years, portfolios are increasingly digital rather than physical. E-portfolios provide a comprehensive way to document personal progress, to reflect on work activities, to support learning and to serve as a tool for feedback and evaluation. However, there has been very little research conducted on the use of e-portfolios for learning purposes in higher education. This paper focuses on the use of e-portfolios in teacher education. Six students in a master programme work with e-portfolios in the course of their practical vocational training. In a mixed-methods design, the students were interviewed about their experiences and the process of writing e-portfolios. In addition, a document analysis of the e-portfolio entries has been conducted in terms of content and structure. The findings of this study provide indications on how e-portfolios can be used effectively in teacher training and which promoting and inhibiting conditions students encounter.

show abstract

“…In the PAPI model, a learner profile is defined by: personal information about the learner, relational information, security information, information on learner performance, information "portfolio" (Mohammed, & al, 2015;Bentaib, AitDaouad, & al, 2014)and information related to the preferences of the learner (Paramythis,& al,04). Fig.…”

Section: A Ims Lip Modelmentioning

confidence: 99%

Standardized modeling learners to enhance the learning service in the ILE

Aitdaoud

2017

PROSOC

View full text Add to dashboard Cite

With the development of the society of knowledge, learning managment system (LMS) as Claroline, Ganesha, Chamilo, Moodle ... are commonly used successfully in the online learning. In order to provide better service for the learners, most of these ILE (Interactive Learning Environment) focus on supporting teachers in the creation and organization of online courses. However, in general, they do not consider individual differences of each learner. In addition, they do not provide enough indicators to track the learners to determine their needs in a deadlock. In this article, we examine the benefits of the integration of learning styles in the Web-based educational systems. Also we are interested in the use of traces of interaction in order to remedy the lack of feedback between teacher and learner. Thus, we propose a standardized learning model based on traces and learning style of the learners that can be distributed using semantic web technologies.

show abstract

Eportfolio as a Tool of Learning, Presentation, Orientation and Evaluation Skills

Cited by 13 publications

References 4 publications

Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

Opportunities and challenges of e-portfolios in teacher education. Lessons learnt

Standardized modeling learners to enhance the learning service in the ILE

Contact Info

Product

Resources

About