Psychological and professional readiness for applying e-portfolio in the digital educational environment of universities

Abstract

The aim of the article is to look at the concept of e-portfolio for language learners, discuss the perspectives of its application in higher educational institutions of Russia and analyse the degree of readiness for introducing it in the system of education on a wide scale. Using the observations described by different researchers, training experience in teaching foreign languages and the results of interviewing students and University professors and tutors the authors arrive at a conclusion that the educational community is generally prepared for e-portfolio application. Most difficulties are related to the absence of administrative regulation, insufficient digital competency and other reasons of psychological origin which make the university staff and the students prejudiced against this highly efficient digital tool. The authors formulate a number of didactic recommendations to facilitate the introduction and effective application of e-portfolio for language learners.

The use of the interactive multifunctional cloud portfolio for constructing and implementing individual educational routes for students in the course of project activities

“…When analyzing the works of T. S. Putilovskaya, E. V. Zubareva, I. G. Tuchkova, didactic opportunities were identified, they confirm the feasibility of using cloud technologies in teaching based on the cooperation of the teacher and the student: sharing and publishing documents of various types and purposes; organization of group, pair and individual work not only in the classroom, but also outside school; organization of interactive classes and collective teaching [23].…”

The possibilities of an interactive multifunctional cloud portfolio for the individualization of education in primary school

“…In addition, in the overwhelming majority of cases, the existing e-portfolio developments are focused on performing a single function such as fixing the educational achievements of students, they do not fully implement the property of interactivity and, as a rule, do not use cloud technologies to individualize the education and upbringing of schoolchildren [13].…”