E-portfolio System Research Articles

Continuance intention of E-portfolio system: A confirmatory and multigroup invariance analysis of technology acceptance model

The technology acceptance model (TAM) has been applied in various fields to study a wide range of information technologies. Although TAM has been developed in this research stream in Taiwan, TAM's issues of measurement have received scant attention. A robust model must perform measurement invariance across different respondent subgroups to ensure that various sample profiles have the same relationship. A survey of regarding E-portfolio system reuse intention was constructed, resulting in 360 valid responses across subgroups differing in gender, grade, and levels of willingness to share, to examine the measurement invariance of TAM. The results empirically support the validity of our TAM instrument for evaluating E-portfolio reuse intentions behavior. These findings suggest that men and women, differing grades, levels of willingness to share conceptualize the TAM construct in similarly. The implications of these results enable us to understand TAM's validity in E-portfolio acceptance research.

An e-portfolio to enhance sustainable vocabulary learning in English

<span>Vocabulary is an area that requires foreign language learners to work independently and continuously both in and out of class. In the Japanese EFL setting, for example, more than 97% of the population experiences approximately six years of English education at secondary school during which time they are required to learn approximately 3,000 words (i.e., lemmas). Given the lexical distance between Japanese and English, this leaves Japanese university EFL learners with a long way to go before they can acquire a sufficient number of words to comprehend authentic texts in English. To help Japanese university EFL learners sustain their vocabulary learning, the researchers have developed </span><em>Lexinote,</em><span> an e-portfolio system that allows learners to record and save the target words they encounter online, to search for them in online dictionaries, to practice them in several ways including written and oral rehearsals according to word familiarity (i.e., level of understanding of each lexical item), and to share their own output with peers. Learners are guided to monitor and control their vocabulary learning metacognitively according to word familiarity. </span><em>Lexinote </em><span>also provides learners with multimedia materials such as audio lessons for business and academic vocabulary development and online video lectures to prepare for classes conducted in English. Instructors can monitor students' learning records by number of words recorded, by type of practices chosen, and by how frequently they edit their learning records. This paper introduces the key concepts and basic functions of </span><em>Lexinote </em><span>and discusses how it can benefit learners, instructors, CALL researchers and developers with results from a survey on learners' perceptions.</span>

Development of e-portfolio Management System towards Thai Qualifications Framework for Higher Education

This research aims to develop the E-Portfolio Management System (EPMS) in support of the Thai Qualifications Framework for Higher Education (TQF: HEd). The system was based on the need analysis of 183 instructors and 261 students and tested by 90 undergraduate students in regard to their satisfaction towards the system, the appropriateness of teaching methods, assessments, and TQF artifacts. The content analysis and descriptive method were used to analyze the collected data. The results showed that the system should consist of two respective sub-systems, the e-portfolio system and the rubric creator system, and one reference page as the TQF guidelines.

Can E-Portfolio Improve Students’ Readiness to Find an IT Career?

An E-Portfolio Assessment Management System (EAMS) can be an innovative tool that provides students with flexible opportunities to demonstrate the acquisition of skills and abilities in an outcome-based institution. The system has been developed and used for the past ten years to create, reflect, revise, and structure students’ work. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. Therefore, it provides students with flexible opportunities to demonstrate the acquisition of skills and abilities to demonstrate growth of achieving learning outcomes. The rationale of the EAMS is to allow students to demonstrate competences and reflect upon experiences to improve their learning and career readiness; hence, they are accountable for their learning. The system was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. The purpose of this study is to analyze students’ perceptions and attitudes when using an e-portfolio to support their employment opportunities. The participants were 217 students in the College of Technological Innovation. The students reported that the developing of e-portfolios was extremely helpful. The results showed that students have positive opinions about using e-portfolios as a beneficial tool to support their readiness for employment; they believe an e-portfolio increases their confidence to find a job in the IT field because it can allow them to showcase artifacts that demonstrate competencies and reflect upon experiences, and they can provide their supervisors during their industrial training with an e-resume that includes views of their actual work of what they have learned and are able to do when they complete their degree. Employers then can review e-portfolios to select prospective employees work readiness skills; hence, graduates are more likely to obtain a job in their workplaces. In conclusion, students do like the idea of e-portfolios when it is presented to them as a career showcase rather than a process for documenting learning. A career center can use e-portfolios as a tool to help students find a job. Furthermore, our analysis and evaluation uncovered learning issues involved in moving from the traditional approach of learning toward an integrated learning system that can be used after graduation.

Introducing E-portfolio Use to Primary School Pupils: Response, Benefits and Challenges

Electronic portfolios (e-portfolios) have a positive impact on the learning process in a broad range of educational sectors and on learners of all ages. Yet because most e-portfolio-related studies are about their implementation in higher education, this type of research is less usual in the early childhood context, and there is no available research for Greek schools. This study aims to investigate the impact of e-portfolios on learning in a Greek primary school and to provide a resource regarding the educational benefits of e-portfolio in primary education. To do that, it employs the qualitative naturalistic method to collect data, along with mixed methods which were used to achieve triangulation and strengthen confidence in the outcomes. Participants in the research were fourteen 8-year-old pupils, and one of the researchers was their regular teacher. Data evaluation revealed that the e-portfolio added value in pupils’ learning, acted as a medium to involve parents, promoted pupils’ self-esteem, and was acknowledged as a valuable assessment tool and a challenge for the school community. Based on the experience of the e-portfolio implementation, the authors provide some suggestions that would possibly help researchers and primary school teachers adopt and develop e-portfolio systems in their particular settings.

Does technology matter?

Electronic portfolio (e-portfolio) systems have the potential to change learning outcomes where student learning is achieved through the process and the final product. However, previous research has identified problems with the technical features of some e-portfolio platforms (Deneen & Brown, 2013), and with the rigidness and complexity of user interface (Shroff, Deneen, & Ng, 2011) that may subvert intended learning goals. These e-portfolios were evaluated since they serve to document the achievement of the Graduating Teacher Standards and to assist in job hunting. A combination of interviews and self-reports on the User Information Satisfaction (UIS) instrument were utilised, along with the Usability Evaluation Method (UEM) to evaluate the usability and learning design of the various technology platforms. An exploration of technology and user characteristics will be factored in to discern the quality of student portfolios and eportfolio systems maturation.

“The game is in the tutorial”

An e-portfolio system was introduced into the personal and professional development curriculum at the University of Western Sydney School of Medicine (UWSSoM) during 2011 and 2013. Adopting the methodology of Design-Based Research and an interpretive framework informed by Activity Theory we developed a set of educational design principles based on the analysis of the use of the e-portfolio system by students and tutors. These principles contain a range of insights applicable to the local context and may also be of interest to curriculum designers working in other domains.

"대학생의 학습역량 및 경력개발을 위한 e-포트폴리오 시스템의 설계 및 개발"

"대학생의 학습역량 및 경력개발을 위한 e-포트폴리오 시스템의 설계 및 개발"

Bridging the Gap between Work and Education in Vocational Education and Training. A study of Norwegian Apprenticeship Training Offices and E-portfolio Systems

This article explores the effect that the use of e-portfolios initiated and organized by apprenticeship training offices has had on the learning processes and assessment practices of apprentices in Norwegian vocational education and training. Although these intermediate structures have the potential to bridge the gap between work and education, they seem to maintain a system of two parallel learning arenas. However, the article summarizes the innovative effects of these transformations as supportive structures for expansive apprenticeship. The study is based on data from a national project on quality assessment, which is supported by documentary evidence from e-portfolios in three different trades: plumbing, industrial mechanics and sales.

An Integrated Teaching and Learning Assistance System Meeting Requirements for Smart Education

There have been numerous attempts to heighten the effects of education over the course of history. Currently, many relevant studies are being carried out on such issues as utilization of recently developed Information and Communication Technology (ICT) for education, which has become a global topic; efforts are being put into this movement at the national level. However, the systems to assist the efforts are not yet sufficient. Through this research, in this light, the Structured Plug-in Integrated Teaching and Learning Assistance System was developed, which aims to achieve affirmative results from ICT on education. This system can provide the instructor, learner, and their parents with a real-time monitoring system, intelligent tutoring system, collaborative education mechanism, e-Portfolio system, and digital material production method. Further, the system can be realized in the form of a Structured Plug-in. The system has been used in six classes of 219 fourth-year students in Korean elementary schools to analyze the system's effects. In doing so, a questionnaire was developed and carried out on the students after the testing period. According to the results, the overall satisfaction level was 4.067 and the level of satisfaction on the content quality was 3.99, referring to `satisfaction'.

E‐Portfolios for Learning and Assessment in Medical Education

Portfolios have gained attention in medical education as a tool for promoting student learning and assessment since Miller’s call for better tools for assessing students’ clinical competencies. This paper reviews the development and use of e-portfolios for promoting learning and assessment in medical schools, both domestically in Korea and internationally. This review finds that some specific features need to be incorporated into e-portfolio systems for medical education and that these systems can be used to manage student learning in clinical clerkships and to support competency-based assessment. The author asserts that the e-portfolio is key to promoting competency-based education and suggests practical tips for effective development and use of e-portfolios in Korean medical schools

An e-portfolio System that Enables Cooperation between Institutes

In this study, we propose an e-portfolio system for analyzing and managing educational data from Institute of National Colleges of Technology and Nagaoka University of Technology. We detail the e-portfolio system introduced at Nagaoka University of Technology; in particular, we formulated specifications for each department of Nagaoka University of Technology. Next we designed a display screen based on these specifications, focusing on two key functions. First, the personal information display function searches for and displays information about the students matching the specified. Second, the statistical information display func- tion displays the outcome of statistical analysis and a graphical representation of student information. In this paper, we show each of these display screens. In the future, we will integrate actual data into the system and start formal operation.

Using an ePortfolio system as an electronic laboratory notebook in undergraduate biochemistry and molecular biology practical classes

Despite many apparent advantages, including security, back-up, remote access, workflow, and data management, the use of electronic laboratory notebooks (ELNs) in the modern research laboratory is still developing. This presents a challenge to instructors who want to give undergraduate students an introduction to the kinds of data curation and notebook keeping skills that will inevitably be required as ELNs penetrate normal laboratory practice. An additional problem for the teacher is that ELNs do not generally have student-administrative functions and are prohibitively expensive. In this report, we describe the use and impact of an ePortfolio system as a surrogate ELN. Introduction of the system led to several pedagogic outcomes, namely: increased preparedness of students for class, encouragement of creativity and reflection with respect to experimental methods, greatly enhanced engagement between students and tutors, and it gave instructors the ability to scrutinize original data files and monitor student-tutor feedback cycles. However, implementation led to a disruption of tutor workloads and incurred new levels of accountability that threatened to undermine the initiative. Through course evaluations and other reflective processes, we reached an appreciation of how an ELN should be introduced into practical class teaching so that it not only becomes an appropriate aid for teaching the laboratory experience, but also becomes a life-long resource for students.

Development of Malaysia Skills Certificate E-portfolio: A Conceptual Framework

The objective of this paper is to discuss the framework and the conceptual model in the development of an E-portfolio system for Malaysia Skills Certificate (MSC). The framework and conceptual model presented in this paper are based on readings and literature review undertaken by evaluating and re-arranging the facts from the previous studies. There are five concepts to be discussed: (a) element of MSC E-portfolio, (b) model of MSC E-portfolio, (c) system development life cycle (SDLC) model, (d) open source software Mahoodle, and (e) virtual learning space (VLS). In the vocational education system of Malaysia, the portfolio is used as a document to evaluate the level of students’ knowledge and achievement, where it still uses paper based portfolio. Paper based portfolio is static and limited in sharing information with others. Process management, evaluation and updating materials are also difficult. It is hoped that this framework and conceptual model will contribute towards the development of an appropriate an E-portfolio system to be applied in the vocational education system of Malaysia.

Exploring the Possibilities of an Institutional PLE in Higher Education

This paper presents an exploratory study on the potential for offering students elements to construct their own personal learning environments, by integrating an institutional virtual learning environment and an e-portfolio system. The study was conducted in the University of the Balearic Islands (Spain) and 73 students enrolled on a graduate course on Pedagogy took part in the study. The course was project-based, and the study was carried out in phases. The collection of data was undertaken through observation and monitoring the evolution of the e-portfolio activity, a student questionnaire and the observation of student output. This data showed that this kind of environment is used almost exclusively for academic purposes. The conclusions include that the e-portfolio is a good tool for the organization of academic information; it is useful for collaborating and working in groups.

Designing Web 2.0 ePortfolios for music postgraduate study: A practice-led enquiry

Abstract This article examines the design of ePortfolios for music postgraduate students utilizing a practice-led design iterative research process. It is suggested that the availability of Web 2.0 technologies such as blogs and social network software potentially provide creative artist with an opportunity to engage in a dialogue about art with artefacts of the artist products and processes present in that discussion. The design process applied Software Development as Research (SoDaR) methodology to simultaneously develop design and pedagogy. The approach to designing ePortfolio systems applied four theoretical protocols to examine the use of digitized artefacts to enable a dynamic and inclusive dialogue around representations of the students work. A negative case analysis identified a disjuncture between university access and control policy, and the relative openness of Web2.0 systems outside the institution that led to the design of an integrated model of ePortfolio.

USE OF THE E-PORTFOLIO IN THE EDUCATIONAL PROCESS

E-portfolio is a learning tool that is recognized as valuable in enhancement of the quality of teaching and learning and orientation towards student-centred learning. It can be used for various purposes in education, from storing learners’ work, recording achievements, as assessment of and for learning, as a means for monitoring learners’ progress, for presentation and marketing purposes or for mobility between educational institutions. E-portfolio has been present for more than a decade and its benefits in education were immediately recognized with predictions for prominent future. But today, it is still being rediscovered, explained and introduced despite some really good examples of use. The University of Zagreb started with the process of e-portfolio implementation in 2008 by establishing the university e-portfolio system and providing support to users. In 2012, this process was fostered with the project “Use of the e-portfolio system in the educational process” in cooperation with the University of Porto, Portugal. The presentation will summarise opportunities of using e-portfolio in higher education with emphasis on the e-portfolio as a learning activity. Also, an overview will be given on the e-portfolio implementation process at the University of Zagreb.

Graduate attributes as a focus for institution-wide curriculum renewal: innovations and challenges

Curtin University's Curriculum 2010 (C2010) initiative aimed at ensuring degree programs were excellent and sustainable. Before C2010, graduate attributes were not universally emphasised and indicators showed room for improvement in generic skills. C2010 focused on embedding graduate attributes through three strategies. The first was embedding graduate attributes in degree programs and mapping for constructive alignment of outcomes and assessments. The second strategy was related: programs were reviewed drawing on evidence including perspectives of graduates, employers and program teams on the relative importance of graduate attributes and the extent to which they were generally demonstrated or developed. The third strategy was a university-wide eportfolio system enabling students' self- and peer-assessment of graduate attributes. Since completion of C2010, proxy indicators show improvement. However, this paper highlights the challenges associated with graduate attributes and renewal. These include: academic staff engagement, the time needed for innovations to come to fruition and evidencing achievement of graduate attributes.

Integrating Remote Labs into Personal Learning Environments - Experiential Learning with Tele-operated Experiments and E-portfolios

The use of laboratories in Higher Engineering Education is an adequate opportunity to implement forms of experiential learning like problem-based or research-based learning into manufacturing technology. The introduction of remote laboratories gives students the opportunity to do self-directed research and by that having their own and unique learning experiences. Recently finished research projects, e.g. the PeTEX project, implemented research-based learning by deploying real laboratory equipment without being physically in the laboratory but by accessing it via the Internet. One essential question in this context is on the one hand how the student can document his/her own learning processes and how the teacher can guide the student through these processes on the other hand. The proposed solution in this paper is a personal learning environment that integrates a remote lab and an e-portfolio system. E-portfolios enable the student to individually and collectively document and reflect what he/she has been doing and to share his/her outcomes with others. The paper outlines the important role that e-portfolios can play as personal learning environments to experience remote laboratory work and to foster creative attitudes.

Competence Development in a Combined Assessment and Collaborative e-portfolio Information System

A necessity to find solutions on how to make the learning process more motivating and efficient still exists. This paper describes the scaffolding e-Portfolio system developed by the research team of Distance Education Study Centre, Riga Technical University. This system differs from traditional e-Portfolio systems by utilizing a motivating approach in the acquiring of competencies, involvement in group-work, increasing responsibility for personal and peer achievements, and comparison of scores, study results, assessments and competency development levels during the whole course study period in two educational systems: university study portal “ORTUS” and e-Portfolio. The introduced e-Portfolio algorithmic model ensures the collection of data (marks and recommendations) from all assessments and opening them up for the appropriate e-Portfolio group members; consequently, students have an excellent possibility to improve their outcomes and develop required competencies. The study also shows correlations between learner activity levels within e-Portfolio and their learning outcomes.