Electronic Portfolios in Higher Education: A Review of the Literature

##plugins.themes.bootstrap3.article.main##

  •   Hwangji Lu

Abstract

Electronic Portfolios have become a popular pedagogical approach on the tertiary educational landscape worldwide. In the United States, Association of American Colleges and Universities added this powerful pedagogical practice to its set of high-impact practices in 2016. High-impact practices have the potential to generate transformative learning experiences and lead to significant impacts on students’ academic achievements. Higher education has a responsibility to provide students with the means to support their professional learning and development as a continuous and lifelong process. Countless research studies have identified a number of benefits from utilizing ePortfolios in learning that are grounded in a variety of learning theories. As ePortfolios are gaining momentum as a preferred way to demonstrate students’ learning and competencies, it is crucial for educators to fully understand the advantages of ePortfolios and guide students to produce quality and competitive ePortfolios.


Keywords: Electronic Portfolio, High-Impact Practices, Pedagogical Technology, Student-Centered

References

M. S. Andrade, “ePortfolios and online learning: Applying concepts of organizational behavior,” International Journal of E-learning and Distance Education, vol. 34, no. 1, pp. 1-15, 2019.

E. Collins, and R. O’Brien, “Highly structured ePortfolio platform for bachelor of nursing students: Lessons learned in implementation,” International Journal of ePortfolio, vol. 8, no. 1, pp. 43-55, 2018.

K. Fuller, “Beyond reflection: Using ePortfolios for formative assessment to improve student engagement in non-majors introductory science,” The American Biology Teacher, vol. 79, no. 6, pp. 442–449, 2017.

M. Ciesielkiewicz, C. F. Bonilla, and C. O. López de Ayala, “The potential of the ePortfolios as a recruitment tool: From the perspective of HR directors,” International Journal of Interactive Mobile Technologies, vol. 14, no. 3, pp. 109-120, 2020.

K. Moore, “Tools and tips for helping students create e-portfolios,” Computers in Libraries, vol. 39, no. 8, pp. 32-37, 2019.

L. Cordie, J. Sailors, B. Barlow, and J. S. Kush. “Constructing a professional identity: Connecting college and career through ePortfolios,” International Journal of ePortfolio, vol. 9, no. 1, pp. 17-27. 2019.

D. Farrelly, and D. Kaplin, “Using student feedback to inform change within a community college teacher education program's ePortfolio initiative,” The Community College Enterprise, vol. 25, no. 2, pp. 9-38. 2019.

B. K. Payne, T. Paredes, and B. Cross, “Student perceptions about the production of electronic portfolios: Technology, process, and showcase insights,” Education, vol. 141, no. 2, pp. 67-78, 2020.

G. D. Kuh, K. O'Donnell, and C. G. Schneider, “HIPs at ten,” Change: The Magazine of Higher Learning, vol. 49, no. 5, pp. 8-16, 2017. https://doi.org/10.1080/00091383.2017.1366805.

A. Alexiou, and F. Paraskeva, “Implementing a self-regulated oriented ePortfolio: The design of an affective goal-setting plugin [Paper presentation],” 2014 IEEE 14th International Conference on Advanced Learning Technologies, Athens, Greece, pp. 474-476, July 7-10, 2014. doi: 10.1109/ICALT.2014.140.

S. M. Fallowfield, M. Urtel, R. Swinford, L. Angermeier, and A. S. Plopper, “A case study in ePortfolio implementation: A department-wide perspective,” International Journal of ePortfolio, vol. 9, no. 2, pp. 111-118, 2019.

T. M. Freeman, “The case for integrating ePortfolio pedagogy into nonprofit and philanthropic studies,”. Journal of Nonprofit Education & Leadership, vol. 10, no. 3, pp. 231-245, 2020.

R. Martin, “Taking student success to scale,” Change: The Magazine of Higher Learning, vol. 49, no. 1, pp. 38–47, 2017. doi: 10.1080/00091383.2017.1265391.

D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development (vol. 1), Englewood Cliffs, NJ: Prentice-Hall., 1984.

E. Deci, and R. M. Ryan, Intrinsic Motivation and Self-Determination in Human Behavior, London: Springer, 1985, pp. 11-40.

B. J. Zimmerman, “Becoming a self-regulated learner: an overview,” Theory Into Practice, vol. 41, no. 2, pp. 64–70, 2002. https://doi.org/10.1207/s15430421tip4102_2.

J. Green, A. Wyllie, and D. Jackson, “Electronic portfolios in nursing education: a review of the literature,” Nurse Education in Practice, vol. 14, no. 1, pp. 4-8, 2014. doi: 10.1016/j.nepr.2013.08.011.

M. E. Douglas, S. Peecksen, J. Rogers, and M. Simmons, M. “College students' motivation and confidence for ePortfolio use,” International Journal of ePortfolio, vol. 9, no. 1, pp. 1-16, 2019.

N. Yeo, and J. Rowley, “Putting on a show’ non-placement will in the performing arts: Documenting professional rehearsal and performance using ePortfolio reflections,” Journal of University Teaching & Learning Practice, vol. 17, no. 4, preceding pp 1-17, 2020.

T. de Jager, “Impact of ePortfolios on science student-teachers' reflective metacognitive learning and the development of higher-order thinking skills,” Journal of University Teaching and Learning Practice, vol. 16, no. 3, Article 3, 2019.

A. M. Korhonen, S. Ruhalahti, M. Lakkala, and M. Veermans, “Vocational student teachers’ self-reported experiences in creating ePortfolios,” International Journal for Research in Vocational Education and Training, vol. 7, no. 3, pp. 278-301, 2020. https://doi.org/10.13152/IJRVET.7.3.2.

R. M. Ryan, and E. L. Deci, “Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions,” Contemporary Educational Psychology, vol. 61, April 2020. https://doi.org/10.1016/j.cedpsych.2020.101860.

R. M. Ryan, and E. L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being,” American Psychologists, vol. 55, no.1, pp. 68–78, 2000. https://doi.org/10.1037/0003- 066X.55.1.68.

E. Panadero, “A review of self-regulated learning: Six models and four directions for research,” Frontiers in Psychology, 2017. https://doi.org/10.3389/fpsyg.2017.00422.

G. Tur, S. Urbina, and D. Forteza, “Rubric-based formative assessment in process ePortfolio: Towards self-regulated learning,” Digital Education Review, vol. 35, pp. 18-35, 2019.

L. T. Nguyen, and M. Ideda, “ePortfolio system design based on ontological model of self-regulated learning," 2014 IIAI 3rd International Conference on Advanced Applied Informatics, Kitakyushu, 2014, pp. 301-306, doi: 10.1109/IIAI-AAI.2014.69.

B. J. Zimmerman, “From cognitive modeling to self-regulation: a social cognitive career path.” Journal of Educational Psychology, vol. 48, pp. 135–147, 2013. doi: 10.1080/00461520.2013.794676.

B. Eynon, and L. Gambino, Catalyst for learning: ePortfolio-based outcomes assessment. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA), April 2014. https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-EynonGambino.pdf.

J. Bowman, B. J. Lowe, and K. Sabourin, “The use of ePorfolios to support metacognitive practice in a first-year writing program,” International Journal of ePortfolio, vol. 6, no.1, pp. 1-22, 2016.

##plugins.themes.bootstrap3.article.details##

How to Cite
Lu, H. (2021). Electronic Portfolios in Higher Education: A Review of the Literature. European Journal of Education and Pedagogy, 2(3), 96-101. https://doi.org/10.24018/ejedu.2021.2.3.119