Enhancing Learning through Process E-Portfolios among ESL Graduate Students in an Education University

Abstract

The recent development in the use of Web 2.0 has transformed how educators perceive the kinds of teaching and learning that should occur in higher education. E-portfolios seem to be an innovative trend in technology-based education that has been reported by a number of researchers as elevating and motivating students’ engagement in learning, fostering active participation and constructive dialogic interactions in online discussions, developing positive feedback, promoting self and peer assessment and nurturing reflective thinking. This study aims to shed lights on the kinds of learning opportunities that a process portfolio can provide from the ESL graduate students’ perspectives and the lecturers’ perspectives of moderating the teaching and learning activities. It also aims to illustrate the kinds of challenges faced while engaging in the e-portfolio process. An online questionnaire, a chat interview and document analysis are used as methods of enquiry and data are analysed qualitatively. The study reveals that both students and lecturers have positive perspectives on the learning opportunities provided through the use of e-portfolios. However, they have also highlighted some of the limitations and concerns that they have encountered during the process. It was found that students and lecturers did not face many challenges in the technological aspect but they faced many challenges in the construction of knowledge and making meaning out of the process that they engaged in. On the other hand, the lecturers contested with many issues in moderating the e-portfolio. The study suggests some ways to support the use of process e-portfolios in enhancing the learning process in the teacher education context.