Online Portfolios Research Articles

Online Portfolio Based on Trend Trading Strategy Considering Investor Sentiment Using Text Analysis

Intelligent online portfolios have become an important research topic in the field of quantitative finance. This paper proposes an online portfolio based on trend trading strategy using fuzzy logic technology analysis method and considering investor sentiment. Firstly, the paper uses SVM classification algorithm to analyze stock comment text data in online forums and constructs investor sentiment indicators. Secondly, the paper transforms the heuristic algorithm of technical trading into corresponding fuzzy IF-THEN rules and combines them into a fuzzy investment decision system. Thirdly, the paper constructs a new online portfolio based on trend trading strategy. Finally, the paper uses the text data of investor reviews and stock trading data on the internet for empirical analysis to illustrate the effectiveness of the online portfolio strategy constructed. The results indicate that online portfolios constructed based on trend trading strategies can achieve higher performance than benchmark strategies while considering transaction costs.

'I feel many of my reflections are forced': International medical graduates' perspectives on reflection in UK general practice training: a mixed methods qualitative study.

UK general practice training requires trainees to evidence clinical competencies through reflective writing entries in online portfolios. Trainees who complete their medical degree in the UK experience reflection as an undergraduate, whereas 80% of international medical graduates (IMGs) have no previous experience of reflection. To explore IMGs' perspectives on the positive and negative aspects of reflection in the context of postgraduate GP training. A mixed-methods qualitative study undertaken in the UK. Qualitative 'free-text' survey data obtained in 2021 were analysed. The themes were further explored by semi-structured interviews conducted in 2022-2023. Participants were IMGs with experience of the UK GP training scheme. Verbatim open-question survey data underwent content analysis. Broad themes identified were used to develop the interview topic guide. A geographically dispersed, purposive sample of participants were recruited for semi-structured interviews. Interview and survey data were then analysed thematically. In total, 433 participant datasets are included: 422 of 485 responses to a UK-wide survey, including open questions, and 11 interview transcripts. IMGs considered reflection to provide an effective approach for learning, an opportunity for self-assessment and professional development, and a means of developing self-awareness. Concerns were expressed about how time-consuming recording reflection is, how its mandated aspect makes it forced, and fears regarding the medico-legal consequences of reflective writing. Despite a lack of previous experience in reflection, most IMGs showed an understanding of the benefits of reflection in GP training. However, the challenges of reflection must be addressed, to avoid devaluing reflection for clinical learning.

The Effectiveness of Collaborative Learning in Improving Higher Level Thinking Skills and Reflective Skills

Collaborative learning (CL) is a 21st century learning approach that can improve thinking skills among students. CL strategies can improve motivation, understanding, communication and social engagement. This study attempts to evaluate the extent to which CL improves Higher Order Thinking Skills (HOTs) and reflective thinking (RT) abilities. This study involved 34 students in the final year of the bachelor’s degree at the Faculty of Education, UTM who took the subject SPM4342 (Multimedia Based Multimedia Development). This study uses a qualitative methodology based on discussion forums and online portfolios for rubric content analysis. Analysis of the findings of the study shows that CL improves HOTs and RT abilities. Five groups out of 9 groups increased the level of thinking skills from higher to lower. When the 4 groups are in an environment of lower-level thinking skills and after being tested on the 4 groups, they are found to be inactive in the online-based CL While reflective skills increase from lower-level skills (Stimulated Reflection = 3.33% decrease and Descriptive Reflection I = 8.6% decrease) to higher-level skills (Descriptive Reflection II = 16.5% increase and Dialogic Reflection = 13.3% increase). In short, CL strategies can improve understanding and directly improve students' cognitive abilities.

A STUDY ON CRAFTING YOUR DIGITAL IDENTITY: BEST PRACTICES FOR PERSONAL BRANDING IN THE AGE OF VIRTUAL ERA TOWARDS WORKING PROFESSIONALS

In the rapidly evolving virtual era, personal branding has become a crucial aspect for working professionals to establish a strong online presence and navigate the digital landscape successfully. This study aims to explore the best practices for crafting a compelling digital identity that aligns with the professional goals and aspirations of individuals. By employing a mixed-methods approach, including surveys and interviews with working professionals across various industries, the research investigates the strategies, tools, and techniques employed by successful individuals in building and managing their personal brands. The study sheds light on the importance of authenticity, consistency, and strategic positioning in creating a compelling digital persona. Furthermore, it examines the role of social media platforms, online portfolios, and networking platforms in shaping and enhancing personal branding efforts. The findings of this study offer valuable insights and practical recommendations for working professionals seeking to establish and elevate their digital identities, ultimately helping them thrive in the virtual era. Keywords: Digital identity, Personal branding, virtual era, working professionals, Best practices.

A Systematic Review of the Practicum Experience in Preservice Teacher Education During the COVID-19 Pandemic

As a result of the COVID-19 pandemic, preservice teachers in all education programmes have been affected by the closure of schools. This has forced a shift from in-school preservice teaching experience to an online preservice teaching approach. The aim of the present paper is to provide an overview of research on teaching practicum experience during the COVID-19 pandemic through a systematic review. Out of 51 initially identified publications between March 2020 and December 2020, 26 articles were included for the final synthesis in terms of teaching strategies, methods used for assessing preservice teachers, digital technology tools and challenges that faculties and preservice teachers faced. The results indicate that the most commonly used teaching strategies used in the practicum were demonstration in synchronous sessions, observation/helping associate teachers, micro-teaching, and e-coaching/mentoring. Additionally, the results demonstrated that the main use of digital technology tools was for communication, instruction, collaboration and e-coaching. Additionally, the results present four methods of assessment that education programmes followed: (1) grading preservice teachers’ performance in the first weeks of the spring semester; (2) evaluating students’ recorded lessons; (3) evaluating prepared virtual classroom presentation; and (4) grading online portfolios. Moreover, the results indicate that faculties and preservice teachers have faced numerous challenges such as a lack of real teaching experience, limited experience in the use of information and communications technology (ICT), and a lack of technological infrastructure, access and support. The conclusions reflect on the importance of including technology integration and teaching and learning in the online environment in courses offered by teacher education programmes, equity issues for students, and the need to strengthen preservice teachers’ beliefs in their capacity to deal with the transition to distance modes of education in times of crisis.

DIGITAL PORTFOLIO IN EARLY CHILDHOOD EDUCATION DURING THE COVID-19 PANDEMIC: A NEED ANALYSIS

An effort to provide contextual teaching and learning practices that accommodate children’s requirements for future success is critical. However, to capture their learning in the meaningful way is still limited, especially during the COVID-19 pandemic. This paper aims to explore the need of early childhood teachers to use digital portfolio as part of documenting and celebrating children’s learning. The eleven teachers filled some questionnaire and did interview regarding how information technology can be used to navigate children’s learning during the pandemic. This paper is an initial stage of Research and Development that uses a descriptive quantitative method. The results showed that teachers need to discover a model to create a portfolio using information technology that can be easily deliver during online learning. An effective software will help them documenting and analyzing children’s development through their works and activities. As a result, the teachers need to understand and improve their skills to use technology in creating online portfolios that parents and children can work collaboratively to the teachers. Another aspect that they have to understand is what indicator should be put on the portfolio-based assessment, such as what needs to be included in a portfolio and how to create an effective design in displaying children’s works and activities.

Digital Frontiers: The new landscape of talent scouting through theoretical models

The rapid digital transformation of talent scouting has revolutionized traditional recruitment methods, introducing innovative digital tools, platforms, and AI-driven algorithms. This paper explores the evolving landscape of digital talent scouting, highlighting the integration of artificial intelligence, social media, and online portfolios that enable companies to access a global talent pool. It examines the challenges of biases in algorithms, ethical considerations in data privacy, and the need for new theoretical models to effectively navigate this transformation. Additionally, opportunities for inclusivity, diversity, and global reach are analyzed, alongside the technological hurdles organizations face in adapting to these changes. The paper concludes with recommendations for optimizing digital talent scouting models by addressing bias, fostering inclusivity, integrating adaptable technologies, and balancing digital tools with human interaction. By embracing these strategies, organizations can unlock the full potential of digital talent scouting and create a more equitable, efficient recruitment process.

Penggunaan Media Seesaw Class pada Kegiatan Belajar dari Rumah Selama Pandemi Covid-19

The objective of the study is to describe the effectiveness of the media seesaw class in learning from home based in networks (online). This study applied descriptive qualitative research. Data collection techniques used were through interviews, observation, documentation and online portfolios. The subjects of this study were 3rd grade students of SD Negeri Laweyan, Surakarta. The results of this study prove that the media seesaw class has a positive impact on learning from home for students during the Covid-19 pandemic. This is shown by the various seesaw class features that make it easier for teachers and students to learn from home during the Covid-19 pandemic. The seesaw class application that can be accessed via Andorid's cellphone not only makes it easier for teachers and students to interact, but also interactions between students. This is what increases student learning activities at home because both teachers and students are not fixated on time

Referencing Made Easy: Reference Management Softwares

Reference management softwares are a powerful tool in the researchers' armamentarium. They primarily help in re-sequencing, re-styling and reformatting of the citation content in the research manuscripts. They also enable multi-user collaboration on research and allow the researcher to manage database searches and digital libraries. Using these softwares allows synchronization of cloud based digital libraries on multiple electronic devices enabling remote access, and also allows for management of online portfolios. We, herein, describe the basic principles, functions, and limitations of various reference management softwares.

A Case Study: Revealing The Result And Challenges Of Accommodating Authentic Materials And Schoology For Teaching Writing In EFL Context

Learning writing in EFL context, students have limited opportunities to write in English both inside and outside of the class since they have less immediate English needs. In this situation, they require abundant exposure to written language over time. To help the students to write better, in this research, teacher accommodates Authentic Materials and Schoology in order to support the students in mastering writing skill. Reviewing many references, the writer found the effectiveness of authentic materials for teaching writing. Similarly, Tomlinson (2012) underlined the characteristics of ideal materials for English Language Teaching (ELT) that is having authentic input features. These authentic materials help the students to acquire the language effectively. In 4.0 era, Schoology is one of educational websites that can be applied by teacher and students for collaborating about resources, learning content-activities, and assessment on a secure and safe learning management platform. Students can post their writing task in Schoology in the form of online portfolios while the teacher can evaluate the students’ writing and give some suggestion or comments. Schoology also provides possibility for teacher to provide scoring rubrics to help students in generating texts. In general, this paper is a case study result paper discussing about (1) the idea of accommodating Authentic Materials and Schoology in order to support the students in mastering writing skill, and (2) challenges for the teacher to accommodate Schoology in writing class, and (3) challenges for the teacher to use Authentic Materials for teaching writing.

Trainee engagement with reflection in online portfolios: A qualitative study highlighting the impact of the Bawa-Garba case on professional development

Background Reflection is an essential tool for postgraduate medical training, yet fear of exposing incompetence is a known barrier for engagement with reflection. In the UK, this fear may have been amplified by the case of Dr Bawa-Garba, whose reflective e-portfolio entries informed a General Medical Council investigation resulting in the loss of her licence to practice. Aim To identify themes GP trainees commonly explore in e-portfolio entries, and whether their reflective e-portfolio entries have changed following the Bawa-Garba case. Method A phenomenological approach was applied. Semi-structured interviews continued to data saturation in a purposive sample of trainees (7) and trainers (4) recruited from a South Yorkshire GP training scheme. Transcript data were assigned to a coding framework with iterative thematic analysis. Results Dominant emergent themes were ‘difficulty’ and ‘challenge’. All trainees described reluctance to submit significant event analyses (SEAs) on mistakes and near misses for fear of jeopardising their careers. International medical graduates were disproportionately affected by the challenges reflection posed. Conclusion Following the Bawa-Garba case, trainees are disengaging with SEAs to reduce the risk of self-incrimination. Further guidance with which trainees can navigate their reflective e-portfolios is required to retain the value of reflection as a tool for professional development.

CrowdFolio

Freelancers increasingly earn their livelihood through online marketplaces. To attract new clients, freelancers continuously curate their online portfolios to convey their unique skills and style. However, many lack access to rapid, regular, and inexpensive feedback needed to improve their portfolios. Existing crowd feedback systems, which collect feedback on individual creative projects (i.e., decomposed approach), could fill this need, but it is unclear how they might support feedback on multiple projects (i.e., holistic approach). In a between-subjects study with 30 freelancers, we compared decomposed and holistic feedback collection approaches using CrowdFolio, a crowd feedback system for portfolios. The holistic approach helped freelancers discover new ways to describe their work, while the decomposed approach provided detailed insight about the visual attractiveness of projects. This study contributes evidence that portfolio feedback systems, regardless of collection approach, can positively support professional development by impacting how freelancers portray themselves online and reflect on their identity.

The Consumption Effects of the Disposition to Sell Winners and Hold Losers

Do retail investors’ behavioral biases in trading directly affect their consumption out of stock market wealth? We exploit a natural experiment that changed the displayed purchase prices in investors’ online portfolios. Investors are more likely to sell and consume on average 25% of “fictitious” capital gains, i.e., displayed capital gains under the new purchase prices that are capital losses under the actual purchase prices. We argue that investors are selectively inattentive: they are more responsive when fictitious gains are larger and actual losses are smaller, they notice fictitious losses, and they react even when actual purchase prices are very salient.

Human subjects research as part of immunology education

Abstract Original research has been identified as a high impact practice in undergraduate education – students who participate have been shown to be more likely to be be successful in professional and academic graduate programs. Course-embedded research allows for students to tie laboratory experiences to classroom concepts and allows for many students to benefit from faculty oversight. Undergraduate research in immunology presents challenges because most models of immunology are limited to vertebrate organisms, which require additional regulatory oversight from Institutional Animal Care and Use Committees or Institutional Review Boards. One common solution is to limit student interaction with organisms by using isolated or cultured cells, however this prevents students from gaining a realistic understanding of all the stages of immunological research. Obtaining authorization for student-designed research, conducting the projects, and analyzing and presenting the results within a single semester is a daunting proposal, one which has been further complicated by the full implementation of the new Common Rule for human subjects research. We have developed a model for conducting human subjects research within a single semester of a junior-level undergraduate immunology course. By using a framework protocol, non-invasive sampling, and anonymized presented data we are able to work within IRB/IACUC regulations beyond the classroom exercise level, allowing students to share their findings with the broader campus community, in online portfolios, and at professional conferences. This model has been sustainable for five years at a public primarily undergraduate institution and has been successful under the new common rule regulations.

Construction and Application of an Online Child Portfolio Assessment System

Portfolio assessment is a comprehensive evaluation method for children’s development, and effective evaluation is based on professional children’s growth portfolios. The children’s growth portfolio mainly includes paper, electronic, and online forms, each with its own pros and cons. The online portfolios can avoid defects of paper portfolios, with large capacity, diversified evaluation body, flexible and customized design, professional leading significance, more integration and commemorative features. We have designed and implemented the “Ning Xiner Growth Records” online portfolio, which has been tested in several kindergartens, and achieved remarkable results. With continuous innovation of information technologies, the online portfolio will have broader development and application prospects. It is suggested that governments at all levels allocate special funds to support kindergartens to carry out online portfolio evaluation, develop targeted information technology training for teachers, and increase professional training and guidance for teachers in order to use Portfolio assessment effectively.

Reflections on appraisal training for practice nurses

This article reflects on the value and outcomes of two projects commissioned by NHS England and Somerset Clinical Commissioning Group. The projects demonstrate how a robust strategy can empower practice nurses (PNs) to change practice and provide a sustainable way forward in appraisals, revalidation and continuous professional development.The project encompassed clinical supervision and its value for PN teams and contributions to appraisal. The projects trained a sufficient number of appraisers for PNs across the geographical areas involved to be able to access an appraiser local to them. The appraisal portfolio developed for the projects has been adopted by many PNs who want to use a system that is easy to access and is an alternative to online portfolios.

Young black women curate visual arts e-portfolios: negotiating digital disciplined identities, infrastructural inequality and public visibility

ABSTRACTDespite the growing importance of digital portfolios for justifying creative work and study opportunities, little is known about arts students’ creative appropriation of online portfolios in secondary school. In particular, there is a research gap concerning the challenges that young black women face when curating portfolios as visual arts students. This paper describes the key challenges that three such government school students negotiated when taught to creatively appropriate an online portfolio software for curating showcase visual arts e-portfolios: In formal contexts, art students’ e-portfolios are strongly shaped by assimilatory norms. Visual arts students who want to develop portfolios that follow local or global crafts and fandoms must negotiate their low status in, or complete exclusion from, the national syllabus. Students in under-resourced school and home settings may already be using other online portfolio solutions that suit their purposes better than the particular software prescribed in arts lessons. Online portfolios are public by default and young women negotiated this risk by using pseudonymous self-presentations. Each student's classroom practices were also constrained by a technology selected for its minimalist exhibition aesthetic. Students curated showcase exhibitions, but the prescribed service did not facilitate a wider exploration of contemporary digital practices.

Reflective Practice for Patient Benefit: An Analysis of Doctors' Appraisal Portfolios in Scotland.

Reflective practice has become the cornerstone of continuing professional development for doctors, with the expectation that it helps to develop and sustain the workforce for patient benefit. Annual appraisal is mandatory for all practicing doctors in the United Kingdom as part of medical revalidation. Doctors submit a portfolio of supporting information forming the basis of their appraisal discussion where reflection on the information is mandated and evaluated by a colleague, acting as an appraiser. Using an in-depth case study approach, 18 online portfolios in Scotland were examined with a template developed to record the types of supporting information submitted and how far these showed reflection and/or changes to practice. Data from semistructured interviews with the doctors (n = 17) and their appraisers (n = 9) were used to contextualize and broaden our understanding of the portfolios. Portfolios generally showed little written reflection, and most doctors were unenthusiastic about documenting reflective practice. Appraisals provided a forum for verbal reflection, which was often detailed in the appraisal summary. Portfolio examples showed that reflecting on continued professional development, audits, significant events, and colleague multisource feedback were sometimes considered to be useful. Reflecting on patient feedback was seen as less valuable because feedback tended to be uncritical. The written reflection element of educational portfolios needs to be carefully considered because it is clear that many doctors do not find it a helpful exercise. Instead, using the portfolio to record topics covered by a reflective discussion with a facilitator would not only prove more amenable to many doctors but would also allay fears of documentary evidence being used in litigation.

Raising engagement and motivation through gamified eportfolio in Kolej Profesional MARA (KPM), Malaysia: A Preliminary Survey

The gamification of e-portfolios is an educational approach to motivate students to learn by using game elements in online portfolios. The goal is to increase enjoyment and engagement through capturing the interest of learners and encouraging them to continue learning. This preliminary survey is important to better understand the intended users in a Malaysian institution, find out their readiness, and identify the infrastructure and facilities currently in place. The work in progress investigates students’ demographic information, students’ current styles in organising their learning material, their prior experience with portfolio creation and development, their prior experience in using game applications, and their current knowledge of ‘gamification’. The outcome of this survey shows that there are currently acceptable levels of current infrastructure and facilities provided at the institution with a satisfactory knowledge of portfolios and game elements. However, there is an interesting misconception of what ‘gamification’ is from the students’ perspectives.

Self-Regulated Learning and the Use of Online Portfolios: A Social Cognitive Perspective

AbstractThis study highlights the interrelationship among self-regulated learning (SRL) skills, the use of online portfolios, and social cognitive learning theory. It was conducted as a longitudinal mixed-methods study over one academic year with students enrolled in a postgraduate professional practice programme. The study used both quantitative and qualitative statistical analyses. Results showed a strong positive correlation between SRL skills and the perceptions of the usefulness of online portfolios. Based on these results, the researcher have suggested a new model which integrates students′ use of online portfolios; the influence of online portfolios on students′ SRL skills and vice versa; and the three social cognitive learning theory factors of person, behaviour and environment and their effect on students′ SRL skills across the three phases of forethought, performance, and self-reflection within an online learning environment.