Implementation Of E-portfolio Research Articles

Connecting through e-portfolio practice: trust, relationships and expertise

Trust, relationships, expertise, and connections are essential components in the practice of authentic, programmatic e-portfolio practice. The behind-the-scenes educational practices of Educational Designers, a Program Director and Academics in the implementation and design of student-curated, authentic programmatic assessments is definitely not well researched. Thus, our paper introduces, analyses, and reflects on the different aspects and layers of e-portfolio implementation into a bachelor degree. Through our personal lenses, we uncover some of the key lessons we have learned during this unique opportunity. The paper is not about addressing the technological implementation of the e-portfolio platform, nor simply pedagogical underpinnings; instead, we focus on the convergence of pedagogical practice relationships which are essential during the process of emerging, connecting and sustaining e-portfolios through an ongoing community of practice, within the learning lifecycle.

Navigating the Contradictions of ePortfolio Implementation: A Practice-Based Approach Through the Lens of Activity Theory

EPortfolios have emerged as promising technology and practices to redefine pedagogical and learning practices in higher learning institutions. This study examines ePortfolio technology and practices implementation at - a dual-sector educational institution offering higher education and vocational training programs. The implementation, spearheaded by a dedicated central teaching and learning unit in collaboration with faculty academics, signifies a strategic institutional shift towards enhanced reflective practice and learning documentation. While prior research has acknowledged the general integration of ePortfolios within university pedagogy, there exists a lack of literature examining the nuanced challenges and prospects presented by learning design frameworks. Our paper seeks to address this gap by employing activity theory as an analytical framework to dissect the complexities of ePortfolio implementation within higher learning environments. Through the methodological lens of action research, we provide a nuanced narrative of the multi-faceted hurdles encountered during the roll-out of the ePortfolio platform and practices. Our findings not only delineate these obstacles but also showcase ePortfolios’ potential for pedagogical innovation. The paper aims to contribute to the ongoing discourse on digital pedagogies, offering valuable insights for educators, administrators, and policymakers to navigate the challenges of ePortfolio implementation process. This way the study offers ways to navigate such challenges to harness the full spectrum of ePorfolio systems and practices to support successful implementation in higher education institutions.

An In-Depth Literature Review of E-Portfolio Implementation in Higher Education: Processes, Barriers, and Strategies

This literature review examines the implementation of e-portfolios in higher education, with a focus on the implementation process, potential barriers, and strategies for overcoming challenges. This review seeks to provide instructional designers and higher education instructors with design strategies to effectively implement e-portfolios. Through an analysis of seventeen studies, we identified six common steps in the implementation process, including identifying a purpose, stakeholders, and platform, conducting workshops, creating e-portfolios, and evaluating the project. The implementation process also raised eight concerns, including concerns related to technology, policy, pedagogy, artifact quality, privacy, student motivation, academic integrity, and teacher workload. To address these concerns, existing strategies suggest that successful implementation requires training and policy support, student-centered pedagogy, criteria for assessing artifacts, privacy and data protection, feedback, anti-plagiarism measures, and shared successful models.

Sustainable language learning and ePortfolio application

Abstract Adapting engineering education to a sustainable ESP (English for Special Purposes) training and competence-based education requires dedicated effort. Although active learning methodologies are commonly utilised in Higher Education institutions, there remains a need for enhanced curricular coordination and coherence. To address this, we are investigating the latest syllabus updates by introducing and verifying a valuable and student-friendly tool – an electronic portfolio in English. We view the ePortfolio as a comprehensive platform to facilitate students’ academic and professional growth, as well as their development of competences. This quasi-experimental study utilised a pre-/post-training trial design and nonrandomised control group to investigate the implementation of ePortfolios. During the diagnostic assessment, the first questionnaire allowed students to express their ideas regarding their competences, portfolio understanding, ESP and professional growth. The second was used to determine the undergraduates’ learning outcomes and perceptions after three months of training. There was a significant increase in learners’ support of several types of transversal competences, whereas some other competences appeared to be declining. This indicates that the ePortfolio tool stimulated a fresh process of self-reflection among the students. Our research focuses on examining the creation of the ePortfolio in the context of an ESP course to integrate technical students’ reflections on capacity building and advanced professional development in English.

EPortfolios: Enhancing confidence in student radiographers' communication of radiographic anatomy and pathology. Across-sectional study.

In 2020, the Medical Radiation Practice Board of Australia made several revisions to its professional capabilities. To address this, medical radiation practitioners, including diagnostic radiographers, are required to escalate urgent findings in all radiographic settings. However, the confidence of radiographers in articulating descriptions of radiographic findings varies despite this requirement. This cross-sectional study explores how the implementation of eportfolio affects student self-perceived confidence in identifying and describing radiographic findings in both an academic and a clinical setting. A Qualtrics survey was distributed to second-year radiography students who had used eportfolios. The survey comprised of four questions using a Likert-scale and one open-ended question. Quantitative data were analysed using the Wilcoxon signed-rank test and qualitative data was thematically assessed. Overall, 55 of 65 radiographic students (85%) completed the survey. Confidence (strongly agree and agree) decreased from 89% to 74% between academic and clinical environments when identifying abnormalities, and 89% to 73% when describing findings. This finding highlights the challenges students face when in the clinical environment. Wilcoxon signed rank test analysed a statistically significant relation between the two environments (P < 0.05). However, the relationship between identifying and describing skills was not statistically significant (P > 0.05). Following a review of the qualitative data, three recurring themes were identified among responses. ePortfolios assist in improving confidence in identification and description of radiographic abnormalities, particularly in an academic setting. The clinical environment presents unique challenges which may limit student clinical performance; however, this requires further investigation.

Voices from the field: Integrating e-portfolios in early childhood education

Digital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children’s developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and teacher workload require careful consideration. This qualitative study explores the expected outcomes of integrating e-portfolios into ECE through one-on-one interviews with key stakeholder groups. After gathering general opinions, the participants were asked to provide detailed feedback on how the application affects children, teachers, and parents. In addition to revealing a diverse range of voices regarding the implementation of e-portfolios, this study aims to utilize the information gathered from participants for informed decision-making, offering valuable insights for the improved e-portfolio design and implementation. The study involved 34 Turkish participants from five stakeholder categories: ECE and primary school teachers, faculty members from ECE and primary school education departments, and parents. Results revealed that e-portfolios were viewed as highly beneficial, providing permanent and comprehensive documentation, facilitating data transfer to subsequent schooling levels, enabling multidimensional assessment, promoting child-centred practices, improving communication, enhancing reflective thinking and digital skills, and allowing resource utilization. However, participants raised concerns about workload, documentation gaps, and ethical issues. While e-portfolios hold promise for integrating digital technologies into ECE, current teacher education may lack sufficient training in key areas like digital literacy, documentation, assessment, and ethics. Further education in these areas can help ensure effective implementation and positive outcomes.

Improving speaking skill through hypno-teaching in Islamic boarding school

This study investigates the potential of e-portfolios to enhance vocabulary mastery and speaking ability in non-English as Foreign Language (EFL) students. Specifically, it explores the impact of e-portfolios on vocabulary acquisition, speaking fluency, and pronunciation accuracy in a non-EFL setting. The study employs a mixed-methods approach. A quantitative design with pre- and post-intervention tests measures vocabulary knowledge and speaking skills. A qualitative strand uses interviews and document analysis to explore students' perceptions and experiences with e-portfolios. Sixty non-EFL students are randomly assigned to an experimental group using e-portfolios and a control group receiving traditional instruction. Quantitative data is analysed using statistical tests to compare pre- and post-intervention performance between groups. Qualitative data is thematically analysed to identify emergent themes related to students' experiences with e-portfolios. The study expects to demonstrate that e-portfolios can effectively enhance vocabulary mastery and speaking ability in non-EFL students. Findings will contribute to the understanding of e-portfolio implementation in non-EFL contexts and inform pedagogical practices for improving vocabulary speaking skills. This study stands out by investigating the efficacy of e-portfolios in a non-EFL setting, addressing a gap in existing research. Additionally, the mixed-methods approach provides a comprehensive understanding of the impact of e-portfolios on both learning outcomes and learner experiences.

The Impact and Challenges of the Implementation of a High-Impact ePortfolio Practice on Graduate Students’ Learning Experiences

This study examined the impact of implementing a high-impact ePortfolio practice on graduate students’ learning experiences and the challenges they faced during the first year of an e-learning graduate program. The study employed a phenomenological approach to explore the participants' experiences in this innovative learning environment. Qualitative data were collected from 25 participants and analyzed using thematic analysis. Two main themes were identified: the impact and the challenges, and seven sub-themes emerged. This study found that the implementation of ePortfolios as high-impact practice (HIP) has a positive impact on students. The impact includes the development of students' skills, their sense of achievement, the ability to showcase their work, and making sense of their learning. However, the study also revealed the challenges students faced during the implementation process, which included the need for additional support, issues related to workload, and difficulties in writing up their reflections. The findings suggest that implementing ePortfolios as HIP has more positive impact on the students’ sense of achievement and pride and enhances different skills. While the integration of ePortfolios has a significant impact for students, additional support and resources are necessary to address the associated challenges. Overall, this study has important implications for educators and institutions seeking to implement high-impact ePortfolio practices and highlights the need for continued research in this area.

THE IMPLEMENTATION OF TECHNOLOGY-BASED LEARNING EVALUATION TO INCREASE ENGLISH STUDENTS' LEARNING MOTIVATION: CASE STUDY OF E-PORTFOLIO USE

This research aims to explore in depth the use of learning evaluation using technology, namely Google Site, which seeks to develop and increase student motivation and creativity in carrying out requested evaluations. This study is an intrinsic case study which was theoretically rooted in a unique case. The case raised in this research was the potential use of e-portfolios as an alternative option in evaluating technology-based learning. This study involved one lecturer and three students as research participants who were selected based on certain criteria or by purposive sampling technique. Lecturers were selected based on their experience in implementing e-portfolios to evaluate learning, and the students were participants in the learning. Research data were collected through semi-structured interviews with open questions, direct observation, and Focus Group Discussion (FGD). The results of this study confirmed the students gave similar opinions stating that e-portfolios could increase their extrinsic and intrinsic motivation. This research only focused on students' opinions regarding the implementation of e-portfolios in increasing their learning motivation. It is hoped that future research can further explore teachers' opinions for more comprehensive results.

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

&lt;p style="text-align:justify"&gt;As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.&lt;/p&gt;

Supporting the journey of architecture students towards graduation through a design ePortfolio

This paper presents the different steps of the journey that led to the development and implementation of a design ePortfolio as part of the “Architecture Major” of the “Bachelor of Design” (BDes) at The University of Melbourne, Australia. This design ePortfolio was developed over 2 years through interviews, focus groups with students, and the development of exercises and assignment guidelines. The implementation took place in different phases, starting with the introduction of four thematic exercises in the Capstone Architecture Design Studio of the BDes, and then, more broadly, at the curriculum level, with similar activities that prepared the students to already start developing a reflective journal from the first year of their studies. The objective of this research has been to explore the potential of integrating a design ePortfolio with traditional design portfolios on the curricular activities of an undergraduate architecture degree to prioritise the students’ reflections on their personal qualities, growth, career trajectory and goals, as well as on the relationship between curricular and extracurricular activities rather than those of a conventional design portfolio, which tend to be focused more on showcasing skills and competencies. The results of this two-year project illustrate the potential of such a teaching/learning tool to link the personal and professional interests and achievements of students holistically, therefore highlighting the relationship between curricular and extracurricular activities, as well as indirect connections between design studios and seminar-based subjects, that is, history and architectural technology subjects. So far, our design ePortfolio has been successfully used to encourage architecture students to reframe problems through a different lens and, as a key to creativity, to distinguish themselves from the homogeneity of students the university produces through its degree structure and modes of operation. The significance of this teaching and learning project lies in the identification of patterns in the curricular and extracurricular experiences of students that helps them define their identity, goals, and purpose. For this reason, this research has the potential to be linked to the University’s “Student Life” project, which is related to academic advice, personal growth, mentorship, and the well-being of students.

Barriers Towards the Implementation of E-portfolio in Education Based on the Diffusion of Innovation Theory

The current research aims to identify the barriers faced by the candidates during the implementation of the e- portfolio in an educational environment. How to implement the e-portfolio at the College of Education, Sultan Qaboos University in light of the theory of diffusion of innovation. The research sample consisted of 122 out of 233 field-training candidates from undergraduate students in all disciplines at the College of Education, Sultan Qaboos University. The research applied the descriptive approach, and the research tool is a questionnaire consisted of 39 items entitled "Barriers of Application of the e-portfolio". Statistical treatments were performed as the mean, standard deviation, T-test, and ANOVA by using SPSS. The results indicated that there are barriers during the implementation of the e-portfolio related to candidates and other related to educational environment. The results also indicated that there are statistically significant differences at the level of significance (0.05) attributable to each of the two variables of specialization, and technological skills in identifying barriers related to candidates and the educational environment. According to the results, the research recommends integrating the e-portfolio into all courses, using special platform for applying the e-portfolio uniformly.

Applying the Activity Theory framework to analyse the use of ePortfolios in an International Baccalaureate Middle Years Programme Sciences classroom: A longitudinal multiple-case study

This longitudinal multiple-case study applies Activity Theory to analyse the integration of ePortfolio into an International Baccalaureate (IB) Middle Years Programme (MYP) Sciences classroom in Hong Kong SAR, China. Activity Theory was used as an analytical framework to examine eight IB MYP 2 students’ (aged 12–13) experiences of Google Sites over two academic years of face-to-face, online, and blended learning modes of teaching and learning. Two classes of 21 students were understood as one Activity System with the inclusion of ePortfolios (Tool) that affected multiple Elements. These include participating students (Subjects), classroom norms (Rules), peers and parents (Community), feedback tasks (Division of Labour), uploading and presenting digital artefacts (Object), and personal skills-based motivation (Outcomes). Qualitative data analysis of ePortfolio artefacts and semi-structured interviews at three stages of intervention revealed two secondary contradiction themes that might have impeded ePortfolio update consistency: 1) Tool-related (unawareness of Tool affordances and misplacement of resources) and 2) Community-related (unfamiliarity with Community members’ roles and conflicting feedback expectations). Recommendations (Tool-related affordances and recommendations and monthly timeline with Community roles) for ePortfolio implementation in MYP classrooms are outlined.

A Six-Year Retrospective of ePortfolio Implementation: Discovering Inclusion through Student Voice and Choice

A Six-Year Retrospective of ePortfolio Implementation: Discovering Inclusion through Student Voice and Choice

Educational e-Portfolio Overview: Aspiring for the Future by Building on the Past

Education institutions are rethinking their approaches as the world adjusts to a new normal after the pandemic. The e-Portfolio, an emerging tool in education that suits the current context, was reviewed in the study to aspire for better future implementation. Numerous studies have broadly investigated e-portfolios’ use in teaching, learning, or assessment. It has risen to prominence, becoming commonplace. To narrow down the considerable volume of research, develop new knowledge, and detect gaps in the existing literature, this study conducted a systematic review of existing literature on e-portfolio use in education. This approach synthesises secondary publications during the past decade. A keyword search of e-portfolio and reviews yielded 812 review papers. These articles were examined further to determine whether they met the predetermined criteria, and 12 review articles were identified. It was discovered that if successfully implemented, e-portfolios have promising benefits. Nevertheless, the implementation of e-portfolios also faces specific challenges. This article also synthesised the participants’ perceptions of their e-portfolio experience. The focus of the paper is to offer implementation suggestions for practitioners. The diversity of technological e-portfolio platforms and related pedagogical frameworks were also discussed to inspire future implementation. Conclusions in this research advocate further longitudinal research into the pedagogical design of e-portfolio implementation.

Transitioning e-portfolio implementation from early adoption to widespread use

While e-portfolio use in higher education has increased steadily over the past decade (Lu, 2021, McAllistar &amp; Hauville, 2017) challenges and barriers in broad implementation remain (Paulson, &amp; Campbell, 2018). After several years of ‘piloting’ an e-portfolio platform in our faculty, we find ourselves in a position described by Reynolds and Pirie (2016) as the ‘chasm’ between moving from early to majority adoption. This presentation will discuss key barriers we have experienced in transitioning to widespread use of e-portfolio across the faculty and how we have addressed these to date. The pedagogical benefits of e-portfolio adoption for formative assessment and reflection on learning are widely documented (Paulson &amp; Campbell, 2018, Miller &amp; Morgaine, 2009). Integrating the e-portfolio for these purposes at the subject level requires an intentional re-design of the assessment schedule, often resulting in increased opportunities for iterative feedback throughout the semester (Fallowfield et al., 2019). Although this is beneficial to student learning, it can place extra pressure on stretched academic workloads. Furthermore, while e-portfolio adoption can benefit individual subjects, it is most valuable when it is embedded at the course or program level (Hallam et al, 2010). To achieve the programmatic implementation of an e-portfolio platform, however, requires complex collaboration across a range of stakeholders. In particular, our experience shows that success in embedding e-portfolio at the program level relies upon the program director championing the new education practice (in our case, the program director of the Bachelor of Media &amp; Communications, or BMC). Partnering with a high level and committed champion of change in academic leadership helped to secure buy-in across the teaching team, and agreement on a coherent pedagogical approach. While cross-team collaboration is an essential factor for e-portfolio adoption at the unit level, successful rollout can generate resourcing challenges for teams involved (in addition to the aforementioned academic workload). In our experience, student training and support was largely provided by professional staff at the faculty level. The onerous nature of synchronous training lead to the development and implementation of asynchronous orientation modules and a focus on ‘just-in-time’ instructional resources. Resource issues were exacerbated further due to the lack of a central e-portfolio solution within the University. Individual faculties have selected various platforms to meet their pedagogical and disciplinary needs, and supported the use of these ‘in-house’. Our faculty team was often consumed by supporting technological issues, hampering our efforts to focus on wider implementation. This piecemeal approach to support makes it difficult to affect change (Paulson, &amp; Campbell, 2018). In order to address this issue, we drew on the successful integration of the e-portfolio in the BMC as a model of best practice and a strong case on which to secure University-level and vendor technical support for the platform. As we continue to ‘cross that chasm’, we welcome more units onto our e-portfolio platform, and seek further opportunities to build the broader collaborative networks and academic enthusiasm necessary for widespread adoption.

Faculty E-Portfolio for Professional Credentialing

This study was conducted in Cebu Technological University Main and Extension campus. It is a descriptive-developmental research that utilized survey questionnaires and content analysis. A purposive sampling identifying AACCUP Area 2 accreditors, task force and focal person. Frequencies, percentage and weighted mean were used as data treatment. Assessed the acceptability of developed Faculty E-Portfolio for Record Management System of Cebu Technological University – Main and Extension Campus, Cebu, Philippines. Identifies the information related and the AACCUP Area 2 Faculty parameters as basis of development of Faculty E-Portfolio for Record Management system. The acceptability of the developed Faculty E-Portfolio based on technology acceptance model. It also identifies the barriers and challenges in implementation of the Faculty E-Portfolio for Record Management System. Based on the findings of the study, it can be concluded that the Cebu Technological University Main and Extension Campus needs an information system that focuses on the record management of AACCUP Area 2 in Faculty parameter. The study also revealed that the technology adaption of Faculty E-Portfolio for Record Management System is recommended.

Surgical portfolios: A systematic scoping review

• The ethos of portfolios should be seen to as a tool for development rather than simple for the assessment of progress. • Portfolios are a powerful tool in surgical education as they foster continuous personal and professional growth by capturing the postgraduate medical student's development of longitudinal surgical competencies and enhancing their self-directed learning. • Beyond its flexibility in access, repository and content, e-portfolios offer increased user accessibility, better quality interactions and smoother facilitation, clarification, and feedback. The need for longitudinal and comprehensive evidenced development of surgical knowledge, skills and attitudes, and the attainment of appropriate competencies have spotlighted portfolio use. Yet variations in structure, content and roles as well as its resource-heavy reputation have limited its impact. The purpose of this study is to map prevailing data on the use of portfolios in postgraduate surgical education to address a lack of e-portfolio use and guide its design and structuring in surgery. A Systematic Evidenced Based Approach (SEBA) guided systematic scoping review (SSR) (SSR in SEBA) was conducted to map prevailing data. The constructivist ontological approach used allowed for enhanced reflexivity in the analysis and discussion. 13,092 articles were reviewed, 839 full-text articles were evaluated, and 37 articles were included. Concurrent thematic and content analysis revealed similar themes and categories which were the role of portfolios, evaluation of portfolio use, and implementation of e-portfolios. Lessons from traditional surgical portfolios can be employed to enhance the design, support and utility of e-portfolios and yet maintain as a balanced trainee-led perspective of their progress. Focused on documenting the trainee's competencies, achievements, experiences, feedback, and reflections, a variety of methods are presently used to assess the reliability, validity, educational impact, acceptability and feasibility of surgical portfolios. The use of e-portfolios, in particular, has been adopted due to its accessibility, portability and convenience. Beyond its flexibility in access, repository and content, e-portfolios offer increased user accessibility, better quality interactions and smoother facilitation, clarification, and feedback. The data in this SSR in SEBA underscores the need for systematic assessment tools to evaluate e-portfolio as well as evaluate the programs as a whole. Further research into training mentors to support e-portfolio use, assess progress and ensure effective oversight of e-portfolios are required.

Reforming higher education with ePortfolio implementation, enhanced by learning analytics

In a time when blended learning is the norm and not the exception, ePortfolio implementation has the potential to serve as a tool for 21st-century skills development, namely self-reflection, self-assessment, goal-setting, evidence-based learning, as well as a tool for digital literacy development. Two learning scenarios implementing ePortfolio in teaching and learning processes are presented. The first one deals with a learning model, following principles of autonomous learning applied in language learning, with a focus on goal-setting and evidence-based portfolio as a growth portfolio, with attention to applied assessment types and learning processes of university students. A constructivist approach to ePortfolio creation makes a solid foundation for the learning model. The second scenario of ePortfolio implementation presents how to use ePortfolio in pre-service teacher education, especially as an active learning strategy in the subject oriented to technology-enhanced learning. Students present in ePortfolios interviews with different target groups, relevant materials research, best practices, and applications. ePortfolios are shared between students, and create a special dynamic effect in the online course. Both presented case studies highlight the differences in positivist and constructivist approaches to ePortfolio implementation with respect to student behavior in areas of their attitudes and learning processes and evidencing. In both scenarios, learning analytics are used as an important tool to monitor students’ work and for the gradual improvement of ePortfolio implementation model. Presented results prove ePortfolio tool to be a high impact practice fostering student autonomy and active learning.

Applying Pilot E-Portfolio in Some of Vietnam’s Institutes

E-Portfolio is a method for learners to record what they are taught and what they study. This method helps learners reflect on their understanding, which means understanding more deeply the content of study and research. In addition, E-Portfolio is also a formula for learners to show their competencies to viewers (friends, teachers, employers,), increasing opportunities for scholarship applicants, and the job in the future when showing students' abilities through the process. The paper overview the types of E-Portfolios, and the current situation of the implementation of E-Portfolio at educational institutions in Vietnam, especially at schools before joining EMVITET project. The paper also shows the method and steps to be taken to disseminate and effectively deploy E-Portfolio to students. Based on the evaluation of the results of the pilot application, the paper also draws out the difficulties students face in the implementation process so that the teachers or the schools have the appropriate support for easier implementation and evaluation.