Abstract
This study explores the use of ePortfolios as an efficient assessment tool to support students pursuing a Business degree, where Finance is a major component. We conducted an analysis on the role of ePortfolios in Higher Education at Dublin Institute of Technology (Republic of Ireland) and at Universitat Jaume I (Spain) for undergraduate studies. Our findings suggest that ePortfolios could be used to facilitate and enhance students self-regulated learning experiences where the role of the instructor is fundamental at early stages—to ensure that the learning process comply with basic academic standards—and diminishes as students become familiar with their course requirements, the ePortfolio’s artefact’s and the quality of work that is expected. Overall, students’ judgment of the ePortfolio as a tool to complement their education was very positive as they found that their learning experience improved significantly and allowed them to benefit from breaks on their traditional learning approach. The initial evidence suggests that ePortfolios could be used to support technical and complex modules under a controlled environment that ensures that students do not lose focus from their core studies but simultaneously they are flexible enough to allow them to be creative and integrate their own ideas and views on their learning experience. This study allowed us to identify the need for further research looking to understand the characteristics and value of ePortfolios to support Finance Studies with the aim of enhancing assessment and learning strategies in Higher Education that foster student involvement in the learning process.
Highlights
IntroductionNowadays Higher Education Institutions (HEIs) are immersed in a deep process of change with regard to learning and teaching methodologies applied in the classroom, which are gradually being oriented towards greater student involvement and away from traditional methods of teaching
Our findings suggest that ePortfolios could be used to facilitate and enhance students self-regulated learning experiences where the role of the instructor is fundamental at early stages—to ensure that the learning process comply with basic academic standards—and diminishes as students become familiar with their course requirements, the ePortfolio’s artefact’s and the quality of work that is expected
Nowadays Higher Education Institutions (HEIs) are immersed in a deep process of change with regard to learning and teaching methodologies applied in the classroom, which are gradually being oriented towards greater student involvement and away from traditional methods of teaching
Summary
Nowadays Higher Education Institutions (HEIs) are immersed in a deep process of change with regard to learning and teaching methodologies applied in the classroom, which are gradually being oriented towards greater student involvement and away from traditional methods of teaching. The so-called student-centred teaching approach follows the standards laid down by the European Higher Education Area (EHEA). From this point of view, the lecturer and the student have exchanged places; under this new paradigm the lecturer is understood to be a mediator and facilitator of a more participatory, cooperative way of learning adapted to the diversity of the students’ environment and the social context. Information Technology (IT) evolution has played a significant role in this process of change, as it has favoured the emergence of new methodological tools that promote a blended learning style and give students greater autonomy during their learning experience. EPortfolios seem to fit in well with the holistic perception of the learning process, and they have been considered an appropriate tool for constructing and managing students’ own knowledge. The current paper aims to analyse and reflect on the use of ePortfolios to promote self-regulated learning in the classroom, and on how students might be challenged and motivated to www.ccsenet.org/hes
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
