The role of E-portfolios in higher education: The experience of pre-service teachers

Abstract

This thesis contains no material, which has been accepted, for a degree or diploma by a University or any other institution, except by way of background information and duly acknowledged in the thesis. To the best of my knowledge and belief, it contains no material previously published or written by another person except where due acknowledgement is made in the text of the thesis nor does the thesis contain any material that infringes copyright.

Novice Coders Reactions to Pedagogical Strategies within a Coding Education Course

“…While the terminology differs depending on the area of research interest and the study's time, learning portfolios have been utilized for years. A literature review from Chan and Lee (2021) referred to using terms such as reflective portfolios, online journaling, and reflective writing, whereas Babaee et al (2021) use e-portfolio. García et al (2007) simply call the reflection-on-action facilitated by learning portfolios (such as DLPs) 'reflective practice.'…”

“…Incorporating a learning portfolio also facilitates students' learning processes and helps them connect theory to practice (Ebil et al, 2020;García et al, 2007). In DLPs, PSTs are prompted to focus on interpreting the learning process, applying analytical strategies for understanding and assessing actions, and forming connections to drive future actions in professional practice (García et al, 2007;Babaee et al, 2021).…”

“…Digital Learning Portfolio (DLP) refers to a digital collection of learning artifacts and evidence of students' learning (Fu et al, 2022), typically using informal language. It is a living document that focuses on learning, questioning, and reflecting (Fu et al, 2022) while exploring theory and practice (Babaee et al, 2021). This study aims to analyze the DLPs of PSTs with no prior experience coding and explore their perspectives on the instructional strategies in the coding-for-teachers course.…”

Información local y Unión Europea: análisis de la gestión comunicativa de medios e instituciones

“…El contenido del ePortfolio debe incluir evidencia del desarrollo de un estudiante (Cambridge, 2010) y debe estar diseñado para "fomentar el aprendizaje del inglés en lugar de simplemente medirlo" (Cheng et al, 2007, p. 186). Los ePortfolios ayudan a promover el aprendizaje permanente después de la graduación (Babaee et al, 2021), así como el desarrollo de competencias de empleabilidad (Heymann et al, 2022). En este artículo, los ePortfolios se refieren a una colección de grabaciones de audio de los estudiantes que se gestionan y almacenan en la plataforma Blackboard (un software de gestión de cursos utilizado en muchas universidades de todo el mundo) a lo largo del semestre.…”