E-portfolio System Research Articles

Effectiveness of Course Portfolio in Improving Course Quality at Higher Education

To fulfill the demand of teaching and learning quality in Higher Education, different means of evaluating, assessing, and accrediting academic programs have evolved. The need arises on finding scientific tools to measure and assess quality at different stages of educational processes. In Higher Education, course portfolio is considered one of essential quality assurance tools used. It is used to monitor and develop activities, to help students construct knowledge, and to improve the academic activities. This paper tackles the effectiveness of such tool for improving learning and teaching processes College of Health and Sport Sciences, University of Bahrain. The results of this study showed that the college faculty have a positive perceptions towards the use of course portfolio. They also, positively perceive the usefulness of audit results of the course portfolio and show good intention towards using electronic course portfolio; however, they need more training and support to use it effectively. In this study, the benefits of course portfolio as an independent variable was found to be a significant predictor of e-portfolio acceptance. College of Health and Sport Sciences need to improve the implementation of e-portfolio system through continuous faculty feedback and improvement plans.

Using ePortfolios in early childhood education: Recalling, reconnecting, restarting and learning

Portfolios are widely used in New Zealand for documenting children’s learning; there is now an increasing move to online ePortfolios. This article presents findings from a doctoral study which investigated the impact of the introduction of ePortfolios in an early childhood education setting where traditional paper-based portfolios were previously used as the formative assessment tool for children’s learning. The findings demonstrate that a significant benefit of the ePortfolio system used in this study was the ways in which they could support children to revisit their learning and become involved in their own formative assessment. This is described as recalling, reconnecting and restarting. Through participating in these processes, children become active contributors to their own learning journeys which is a significant factor of formative assessment.

Technology acceptance model in technology-enhanced OCLL contexts: A self-determination theory approach

One of the crucial issues for successful technology-enhanced out-of-class language learning (OCLL) is the learners’ continuance intention to use technology. Considering the strong mutual relationship between learners’ intention and motivation, the present study extended the technology acceptance model (TAM) with the self-determination theory (SDT) to investigate Japanese EFL learners’ intention to use learning technologies for OCLL. The study was conducted in a technology-enhanced OCLL environment using a web-based e-portfolio system. The hypothesised model included two principal antecedents of behavioural intention introduced by TAM – perceived usefulness and perceived ease of use – in addition to the three psychological needs for competence, autonomy, and relatedness introduced by SDT. Path analysis was conducted to find the multivariate relationships between the constructs in the model based on the collected data from 162 Japanese EFL learners. The results indicated that SDT determinants could significantly predict perceived usefulness and perceived ease of use, among which perceived competence was the most influential factor. Furthermore, perceived usefulness highly influenced the learners’ intention to continue technology-enhanced OCLL, which in turn influenced their actual usage of the system.

Viral bronchiolitis management in hospitals in the UK

BackgroundViral bronchiolitis is the leading cause of hospitalisation in infants less than a year old. The United Kingdom (UK) National Institute for Health and Care Excellence (NICE) published a guideline for the management of viral bronchiolitis in June 2015. ObjectivesThis study aimed to prospectively survey the management of viral bronchiolitis in hospital Trusts in the UK to provide a baseline of practice prior to the publication of the 2015 NICE bronchiolitis guideline against which future practice can be assessed. Study designAn electronic, structured questionnaire was sent to hospital paediatricians in the UK prior to the publication of the NICE bronchiolitis guideline via the Royal College of Paediatrics and Child Health e-portfolio system to assess the quality of Trust’s viral bronchiolitis management guidelines. ResultsPaediatricians from 111 (65% of all) UK Trusts completed an electronic questionnaire. 91% of Trusts had a bronchiolitis guideline. Overall only 18% of Trusts would be fully compliant with the NICE guideline. Between 43–100% of Trusts would be compliant with different sections of the guideline. There was variation in hospital admission criteria with respect to the need for supplemental oxygen (oxygen saturations <88% to <95%). ‘Unnecessary’ medications (especially bronchodilators, nebulised hypertonic saline and antibiotics) and investigations (chest x-ray and blood gas) were regularly advised. 72% of Trusts advised respiratory virus testing in all hospitalised infants and 64% created bronchiolitis bays to cohort infants. ConclusionsThere was wide variation in the management of infants with bronchiolitis in Trusts. Most bronchiolitic infants are not managed optimally in hospitals. Future guidelines should include advice on virus testing and isolation/cohorting.

Implementation of e-portfolios for the professional development of Admiral Nurses.

Nurses are required to maintain their fitness to practise through continuing professional development activities, and must demonstrate this by maintaining a portfolio of evidence that should be available for inspection every three years. The Nursing and Midwifery Council introduced revalidation in 2016 to demonstrate that nurses are practising safely and effectively. Nurses, however, are busy healthcare professionals and, as well as clinical practice, they have other demands on their time, such as providing evidence for annual appraisals. Admiral Nurses, specialist dementia nurses who support families living with dementia, also have a three-tier competency framework designed to demonstrate their acquired expertise and knowledge in dementia care. To support Admiral Nurses in managing these activities, the charity Dementia UK gave them access to the PebblePad e-portfolio system. This article details the implementation and outcomes of this project.

Effectiveness of an E-Portfolio-Based Writing Method Using Analytic Traits on Writing Performance of EFL Students

The major focus of this study was on the effect of an alternative method of writing instruction on the writing ability of Iranian university students in a public Malaysian university. The writing method introduced and implemented in this study was developed based on the four dimensions of process, genre, electronic portfolios, and analytic traits of writing. The data were sequentially collected by collecting the major and prior quantitative data through conducting an experimental study. The selected sample for the study was randomly assigned to two Experimental Groups and one Control Group. The first treatment group (WE1) incorporated the use of an on-line e-portfolio system with the analytic traits of writing while the second (WE2) only used the on-line system. The results of the research showed that although the observed difference between the two treatment groups was not significant, the learners in WE1 expressed a difference in the attitudes towards the use of analytic traits of writing. Both groups, however, showed a significant difference when compared to the performance of students in the control group. Multiple Analysis of Variance (MANOVA) also showed significant differences between both WE1 and WE2 compared to the control group in performance on the five traits of writing (Content, Organisation, Vocabulary, Language Use, and Mechanics). Although the learners in WE1 were expected to have higher writing performance compared to WE2 due to their exposure to the analytic traits of writing, this outcome was not observed. Nevertheless, the respondents of WE1 expressed satisfaction with the learning strategies they learned and applied in the course. From a teaching perspective, it was found very crucial to scaffold the writers and provide them with a framework and a pattern to know what to do and how to cover the different stages of writing.

E-portfolio System using ICF-CY with Heartbeat Information to Support Reasonable Accommodation

E-portfolio System using ICF-CY with Heartbeat Information to Support Reasonable Accommodation

Impact of Information and Communication Technologies on Agricultural Education

The present paper highlights the availability, awareness and usage of information and communication technology (ICT) among students of Agricultural Universities in Andhra Pradesh and Telangana. The results revealed that most of the students had the access to ICT tools like projector, computer, University website and mobile, but the tools like e-portfolio, teleconference, videoconference and digital student report card system were not available to most of the students in agricultural colleges. Student's awareness of ICT tools is same as that of availability. Most of the agricultural students were using mobile daily, but occasionally used the computer and projector. Majority of the students had improved their capabilities in concept understanding, academic performance, employment opportunities and higher education opportunities.

Reduction of Stress by Adjustment of Environmental Factors using E-Portfolio System including Heart Rate Information

Reduction of Stress by Adjustment of Environmental Factors using E-Portfolio System including Heart Rate Information

A Study on Promotive Strategies of ePortfolio System: Based on IPA and SWOT Analysis

A Study on Promotive Strategies of ePortfolio System: Based on IPA and SWOT Analysis

Premedical Curriculum in Seoul National University College of Medicine

The main points of issue with the former premedical curriculum of Seoul National University College of Medicine (SNUCM) were the absence of educational objectives, decline in student motivation caused by uniform education, students’ lack of a sense of belonging, and lack of humanistic education. In accordance with these issues, there were five aspects considered for the improvement of the premedical curriculum: reform based on the newly established educational objectives that corresponds with the 6-year medical school curriculum as a whole, expansion of elective courses and the development of personalized curriculum for the improvement of students’ learning motives, expansion of social sciences and humanities curriculum for the development of students’ capabilities as good doctors, active participation of medical professors in premedical education, and expansion of informal education and the student support program. According to the assessment done after the implementation of the reformed curriculum, premedical students were gratified with its establishment and management of multifarious liberal arts and major subjects. In preparation of the more rigorous entrance quota of the premedical school at SNUCM, there is ongoing reform of required major subjects and establishment of new subjects in the premedical curriculum in pursuit of unity with the 6-year medical curriculum. Moreover, there is ongoing development of an e-portfolio system for the association of premedical and medical education, integration of formal and informal curriculum, and reinforcement of student observation and formative evaluation. Further discussion on the assessment and betterment of premedical curriculum is needed.

E-Portfolio Assessment in Measuring Soft Skills in Teacher Education Program: Preliminary Findings

Electronic portfolio or e-portfolio is used to assess teachers’ professional development concomitant to rapid growth of technology. The effect of using e-portfolio has changed the assessment method in teacher education system. As an innovative tool, the multiple forms of e-portfolio play various roles in professional and personal development through self-assessment, reflection, formative and summative approaches. The development of identity of a professional teacher with soft skills is essential therefore exposure and awareness of its importance should be emphasized early in teacher training. The aim of this paper is to elaborate preliminary findings on UPSI e-portfolio system on its learning websites, MyGuru and the perception of student teacher on using e-portfolio system to assess soft skills. The respondents of 78 students from teacher education program (5 samples during interviews and 73 samples responded on questionnaires) were selected using convenience sampling. The focused course of the research is Character Development, a compulsory course to all students of teacher education program. Data is obtained by mapping the components of UPSI’s e-portfolio system, survey and students’ teacher focused group interview. Formerly, the e-portfolio system of UPSI has a framework for the assessment however it needs to be upgraded to expand the functions of the assessment. The initial data from the students’ teacher perspective on e-portfolio indicated that they agreed it has potential as an assessment tool to evaluate soft skills. From the survey and interview, the students’ teachers were found to be ready to use e-portfolio system for soft skills assessment. It is suggested that the rubric of the soft skills in the UPSI e-portfolio system should be improved.

Evaluating, Comparing, and Best Practice in Electronic Portfolio System Use

Electronic portfolios (e-portfolios) are commonly positioned to show evidence of student learning with formative and summative assessment benefits. At the University of Auckland teacher education program, two e-portfolio systems were adopted to document preservice teacher's course work and to attest to the Graduating Teacher Standards. This article seeks to (a) evaluate e-portfolio systems, (b) compare the MyPortfolio (Mahara) and Google Sites systems, and (c) provide recommendations for best practice in system use. The software system comparison between the MyPortfolio (Mahara) and Google Sites system was based on the essential technology features for system use. User satisfaction and usability data were obtained through self-reported surveys ( N = 192). Open-ended questions ( N = 192) and semistructured interviews with a sample of course participants ( N = 12) ascertained the best practice approach for system use. Mean scores were higher for the MyPortfolio (Mahara) system. One-way analysis of variance indicated that the differences were statistically significant.

Electronic portfolios for assessment in your postgraduate medical education program: essential questions to ask when selecting a platform for competency-based medical education (CBME)

This article was migrated. The article was marked as recommended. Portfolios have re-emerged as a means of addressing the complex assessment challenges in postgraduate programs as we transition to competency-based medical education (CBME). However, implementing electronic portfolios (e-portfolios) can be a daunting task. In this paper, we aim to provide guidance to program directors and administrators who are tasked with the implementation of an e-portfolio by reporting on the successful development of a low-cost e-portfolio system for our Developmental Pediatrics residency program. Twelve helpful tips have been developed: 1. Can the e-portfolio be customized to meet the needs of my program? What resources are required to customize the system? (tailor to fit); 2. Is it easy to learn, efficient to use, and easy to remember? (easy-peasey-lemon-squeezy); 3. Can it be customised by the learner? (make it their own, home sweet home); 4. Is the e-portfolio portable? Can the learner access the portfolio after completing training? (make it to go); 5. What are the privacy settings and controls? Are the privacy/sharing settings transparent and easy for everyone to understand? (private parts); 6. What level of mobile support does the system provide? (anywhere, anyplace, anytime); 7. How can mentor feedback be incorporated? (feedback friendly); 8. What are the financial (and hidden) costs? (count the costs); 9. How long do you need the platform to be sustainable? Can the platform give you the sustainability that you need? (check the expiry date); 10. Access to support (know who's got your back); 11. What kind of support is available? How fast can you get the support you need? (share and share alike); and 12. Can it be scaled for use with each new cohort of learners? (keep up with the times). In addition to the twelve tips, this paper includes insightful commentary from a program director and a recently graduated resident who used the portfolio throughout her training. As we continue to move toward competency-based learning, e-portfolios will provide a platform and stimulus for sustained excellence in medical education.

Analysis of using electronic portfolio at the institutions of higher education

Development of information technologies and their application in education contributed to creating electronic portfolios. Electronic portfolio is more and more recognised as a significant tool in the reformed education. Presence of its use points at popularity of the alternative aspect of estimation. Apart from illustration of the recognised sorts of e-portfolio systems which are dominant in education, in the paper, we are going to analyse its usage with special review on institutions of higher education. The review of the way in which some faculties, institutes and universities decided to use it, has the aim raising consciousness about its significance during the educational process, so that usage should be at higher level.

EPortfolio System Design and Prototype Development for Professional Competency and Career Management Support of Undergraduate Students

ePortfolio System Design and Prototype Development for Professional Competency and Career Management Support of Undergraduate Students

Ontology-based e-Portfolio modeling for supporting lifelong competency assessment and development

Over the last century, different learning theories have shaped the world of education and training before shifting to the competency-based approach (CBA). This new paradigm to teaching and learning aims to ensure that every student has to graduate with the competitive competencies of lifelong learners and is ready to enter the workforce and begin functioning in entry-level positions. However, despite the growing interest in competency-based learning and training, this field still faces numerous challenges, essentially the lack of consensus about an interoperable description of competency evidences. Indeed, the move towards CBA has created a need for effective instruments that support and assess competency development. In this context, the electronic portfolio (e-Portfolio) emerged as a suitable tool that helps learners collect and manage multiple kinds of assessment evidences linked to the program’s competencies from multiple sources. In this paper, we propose an ontology-based approach to e-portfolio modeling which relies on Semantic Web technologies to formally and semantically describe portfolio artifacts that evidence the achievement of one or several competencies. The proposed ontology is structured according to official e-Portfolio specifications, namely IMS ePortfolio and JISC Leap2A. In addition, other existing approaches to e-Portfolio modeling reported in the literature have been explored to avoid misinterpretation of these specifications. Furthermore, a comparative study of common e-Portfolio systems has been carried out in order to gain a fairly accurate idea of the generic structure of an e-Portfolio.

대학 e-포트폴리오 활용성과에 영향을 미치는 시스템 사용효능감과 시스템 품질 인식에 대한 구조관계 규명

대학 e-포트폴리오 활용성과에 영향을 미치는 시스템 사용효능감과 시스템 품질 인식에 대한 구조관계 규명

Promoting Nursing Students’ Clinical Learning Through a Mobile e-Portfolio

Portfolios have been advocated in nursing education to help student link theory and practice. In this study, we document the development of a mobile e-portfolio-based system, which was used to improve nursing education. The e-portfolio-based system has the advantage of allowing students to record, assess, and reflect upon their learning whether at school, a clinical site, or at home. This e-portfolio system was field tested in a 3-week psychiatric nursing practicum session involving 10 female students who were enrolled in a junior nursing college. A mixed-methods study combining qualitative and quantitative data was conducted to investigate the effects of using the system. The results of the study demonstrated that students made professional progress in both theory and practice after using the e-portfolio system. The system could also promote self-regulated learning in clinical context. Students displayed very positive attitudes overall when using the system, although there were some occasional stresses and technical difficulties. Important factors when implementing such a system included the following: adopting the proper mobile device, providing students with clear guidance on constructing the e-portfolio, and how to use the e-portfolio in a clinical setting.

Feedback using an ePortfolio for medicine long cases: quality not quantity.

BackgroundThe evidence for the positive impact of an electronic Portfolio (ePortfolio) on feedback in medicine is mixed. An ePortfolio for medical long cases in a Graduate Medical Program was developed. The purpose of this study was to explore the perceptions of medical students and faculty of the impact of the ePortfolio on the feedback process.MethodsIn total, 130 Year 3 medical students, and six faculty participated in the study. This is a mixed methods study, using a combination of both quantitative and qualitative approaches. Quantitative methods were used to quantify the number of long cases performed. Qualitative methods were used to explore the relationship between quantity and quality of feedback, and provide a rich understanding of both students’ and faculty’s experience and perceptions of the ePortfolio.ResultsStudents received a variable quantity of feedback at each of the three studied clinical schools, with an average of between 4 – 5.4 feedback episodes per student. Feedback that was constructive, specific and timely and delivered by a senior academic was important. Quantity was not an essential factor, with two episodes of detailed feedback reported to be adequate. The barriers to the use of the ePortfolio were technical aspects of the platform that interfered with student engagement.ConclusionsFeedback using the ePortfolio for medical long cases is a valuable tool providing a senior clinician delivers detailed, constructive and personalized feedback in a timely fashion. The ePortfolio system needs to be user-friendly to engage students.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0801-3) contains supplementary material, which is available to authorized users.