Implementing Electronic Portfolios Through Social Media Platforms: Steps and Student Perceptions

Abstract

Over the last two decades, students and teachers, across educational levels and disciplines, have been subject to a variety of school reform efforts. Nevertheless, some instructional practices, such as portfolio assessment, persist and grow in popularity even in the midst of changing educational reform goals and shifting priorities. Teacher education programs have used paper-based portfolios for more than three decades. Recently, institutions have migrated to electronic portfolios since these provide several advantages. Early models of these systems required special technical skills, hardware, or fee-based contracts with service providers. The newest iteration of portfolio platforms are based on social media applications, which are easy to use, free, and customizable. However, the accelerated adoption of social media applications as repositories for student portfolio content has produced several gaps in the literature. Three of these include steps for implementing electronic portfolios in social media platforms, instructional methods for soliciting quality entries from students through questions and prompts, and student perceptions about using social media as a repository for electronic portfolio content. Results from a case study identifying student perceptions of combining social media and electronic portfolios are examined. Future lines of inquiry are discussed.

The pedagogical affordances of e-portfolio in learning how to teach: A systematic review

“…The use of RSS in the e-portfolios such as in weblog has enabled the teacher educators to scaffold student teachers understanding through resolving ambiguities by giving immediate response (Chuang, 2008). Studies, such as Christen and Hoffman (2008), Harun and Jhee (2012), Denton and Wicks (2013), Sardegna and Dugartsyrenova (2014), Fahey and Cronen (2016), Gencel (2017), Cimermanova (2018), and Romero et al (2019), have shown that many student teachers are positive and gained benefits with the use of e-portfolios in the process of learning how to teach. This is due to the fact that student teachers are able to retrieve information posted via the e-portfolio in the form of PowerPoint presentations, notes, assignment tasks, points of group discussion, reflection notes, and peer assessment evaluation.…”

“…In addition, e-portfolio can introduce expectations which can change the dynamics of a professional community (Swan, 2009). E-portfolio has the potential of becoming a future resource for employers to assess the learning experiences that student teachers have gone through in the preparatory programs (De Jager 2019; Denton & Wicks, 2013;Rade, 2014).…”

“…Sufficient input is needed for student teachers to understand the need for such implementation. More importantly, is the support which they have received and this does not only mean in terms of technological assistance but also how they can be assisted to interpret teaching standards in developing the artefacts (Denton & Wicks, 2013;Kabilan, 2006). In addition, Chuang (2010), Kecik et al (2012), and Kabilan (2016) have also emphasized the need for teacher educators to help in scaffolding the development of the artefacts to meet the target learning goals.…”

“…Reflective practice is another important issue which has been highlighted in the analysis of studies implementing e-portfolio in teacher education programs. Studies like Kecik et al (2012), Denton and Wicks (2013), Tang (2013), Oakley et al (2014), and Rade (2014) have found that student teachers need more guidance and practice in writing reflection. This is to avoid the written reflection to be at the descriptive level without any deeper analysis.…”

Social and Student Engagement and Support: The Sloan-C Quality Scorecard for the Administration of Online Programs

“…Kissinger examines "The Social & Mobile Learning Experiences of Students Using Mobile Ebooks" [47] finding not only do students save on the cost of books but ebooks also are useful for constructivist and collaborative learning. Denton and Wicks give insights from faculty and students on "Implementing Electronic Portfolios through Social Media Platforms: Steps and Student Perceptions" [48]. Reddy et al "U-Pace Instruction: Improving Student Success by Integrating Content Mastery and Amplified Assistance" [49].…”