Presentation thesis

THE APPLICATION OF EPORTFOLIO IN HIGHER
EDUCATION: IMPLICATIONS ON STUDENTS’
LEARNING
Andrea Ximena Castaño Sánchez
Advisor:
Ángel Pío González Soto
2014
Department of Pedagogy

Introduction
Conclusions Limitations – FutureResults
Objectives Methodology
Studies
Theoretical Background

General Objective
To analyze characteristics of students’ learning using eportfolio and the conditions of
eportfolio integration in classroom settings, in order to allow students easily integrate
digital resources to enhance learning.
Introduction
Studies

• To identify characteristics
of eportfolio used by
students in order to
integrate them in their
learning activities. • To identify factors related
with eportfolio
application and student’s
characteristics that can
support or hinder
students’ learning.
• To analyze students’
approaches to learning and
students regulation of
learning in digital learning
environments supported
with eportfolios.
Specific objectives
Introduction
Objectives MethodologyTheoretical Background
Studies

Introduction
Studies

Models
and
strategies
Three steps of eportfolio development
Model of Reflection on eportfolios
Ten ways reflections transform artifacts into
evidence
Sutdy of a pproaches to learning and the
model of self-regulation of learning
Principles of eportfolio implementation JISC
Introduction
Studies

Goal
setting
statements
Reflective
Statement
Caption
Statements
Authentic
Assessment
Model of
reflection
Johnson et al. (2006)
Introduction
Studies

"The heart of teaching and learning is at the process level, where
activities aimed at learning, or not produce the desired
objectives" (Biggs et al., 2003, 4)
Students’ approaches to learning
Introduction
Studies

Self-regulated learning
Abrami et al. (2008)
Introduction
Studies

ePortfolio and PLE
Introduction
Studies
Peña (2010)

Evidences
Artefact Reflection
Validation
(feedback)
Evidencia
Barrett (2005, 7)
Introduction
Studies

• Communication
• Collaboration
• Feedback
• Reflection
Learning
Objectives
• Experiential based
Learning
• Inquiry based
learning
Pedagogy
• Digital Personal
Learning
Environments
• Eportfolio Mahara
Technology
Pedagogy before technology
Introduction
Studies

• Research perspective:
• Interpretive . constructivist
• Empirical - analytic
• Data Collection and Data analysis
• Qualitative
• Quantitative
• Mix Methods
• Reliability
Test of normality Kolmogorov-Smirnov
Suitability of Factorial Analysis
Chronbach’s alpha
Pair coding
Validated questionnaires
• Instruments:
Questionnaires -
Data Collection and Data
analysis
• Interviews
• ePortfolio content analysis
• Integrated Revised Two Factor Study
(RSPQ-2F);
• Assessment Experience
Questionnaire(AEQ) (Gibbs and Simpson,
2003)
• Students Learning Strategies Questionnaire
(SLSQ) (Abrami & Aslan, 2007)
Introduction
Studies

Design course integration
Fink (2009)
Introduction
Studies

(Fisher et al., 2011
Introduction
Studies
Plannning process eportfolio integration

How ePortfolio Mahara can be
integrated into the classroom
settings?

Mahara eportfolio system
Introduction
Studies

Session
1
•Introduction
•Explanation and agreement on rubric
•Pedagogical and technical guidelines
Session
2
•Pedagogical and technical guidelines
•Integration with Web 2.0 tools
•Reflective process
•Professional identity construction
Session
3
• Conceptual Reflection Process
• Presentation of the working ePortfolios to an audience
Across
the
course
• Reflection and recording evidence of individual work and team work
• Continuous Feedback
Session 5
• Self-Assessment using the rubric
• Complete eportfolio activities required for the course
Session 6
• Assessment ePortfolios
• Final feedback from teachers and suggestions on the ePortfolios by students.

• Students teachers at Rovira i Virgili University
Using an eportfolio Mahara system settled up for the
research at FORTE group www.epitome-
dpedago.urv.cat/mahara
– Students Master Erasmus Mundusfor Teacher Training
Using institutional eportfolio Mahara
http://portafolis.urv.cat/
– Students of Pedagogy Fourth Year
– Student of Nursing Second Year
– Students of Child Education Fourth year
Context
Introduction
Studies

• 1. How students’ perceive eportfolio
•2. How students make use of eportfolio towards
personal learning environments
Base study integration of
eportfolios on teaching
and learning
• How the encouraging/discouraging factors of time
demand and student effort , feedback and assessment
(eportfolio/traditional) relate with students’ approaches to
learning?
• How eportfolio assessment has influenced students’
approaches to learning and traditional assessment?
Relationships of
conventional assessment
and eportfolio
assessment and students’
approaches to learning
• What are the possible correlations among the student’ self-
regulated skills and students’ approaches to learning and
perception of eportfolio learning and evaluation
• How the students’ approaches to learning are influenced
by the eportfolio course design?
• How the individual characteristics of students regarding
self-regulated learning are being affected by the
intervention in the design of learning with eportfolio?
and eportfolio
integration with pre-
service teachers in Child
Education.

• Students’
PLEs
• Students’ self-
regulated
skills
• Students’
approaches to
learning
• Students’
reflection
through
eportfolio
How students’
perceive
eportfolio?
How eportfolio
assessment has
influenced
students’
approaches to
learning and
traditional
assessment?
How studdents
make use of
Web 2.0 tools
through
eportfolios?
How students
self-regulated
learning skills
are managed
through
eportfolios?
Research
questions
Introduction
Studies

Base study
Learner
Characteris
tics
towards
eportfolio
use
Approach
es to
Learning
Cuasi-experimental study I
Self-
gulated
learning
Use of
Social Web
towards
PLE - EP
Cuasi-experimental study II
Introduction
Studies

Conditions
for
eportfolio
integration
Initial
Training
Alignment
with
learning
outcomes
Guidlelines
through a
rubric
Feedback
(Conversati
onal
Learning)
Alignment
with learning
activities
Platform
functionalities
- privacy
publication
Formative
Assessment
Reflection
Introduction
Results
Studies Conclusions Limitations – Future

1. Students’ use of eportfolio
Introduction
Results

2. Students’ use of Social Web Tools interacting with eportfolio
Introduction
Results

• Students from pedagogy experienced the eportfolio activities more
meaningful (M=3.7, SE=.47) than students from Nursing (M=3.2, SE=.37).
t(47.36) = 4.06 (p < .01)
 All Cronbach’s α = .78 (1) indicated a good overall reliability of the integrated
questionnaire R-SPQ-2F. And (2) AEQ and R-SPQ-2F – AEQ - SLSQ Deep study
approach (.76) and surface study approach (.75)
 Positive association among deep study approach and distribution of effort,
quality of feedback, the use of feedback and traditional assessment
Introduction
Results

 Experience with eportfolio as learning
and assessment evoke learning oriented
towards a more deep approach.
 Positive association among the changes
in students’ approaches to learning, their
self-regulated learning strategies and the
eportfolio learning
• Changes in deep approaches to learning and
the learning eportfolio (r = .27, p < .005).
• Changes in self-regulated learning forethought
and changes with learning eportfolio (r = .40, p
< .001).
• Forethought SRL skill and Performance SRL
skill (r = .56, p < .001).
• Both factors are negative correlated to changes
in surface approaches to learning (r = -.26, p <
.001).
• Mean change from pre-test (M = 2.95,
SD = .51) to post-test (M = 3.22, SD =
.48) during students experience with
eportfolios, t(79)=-4.63, p = 0.00, d =
0.46
Introduction
Results

Perceptions of students’ with deep approaches to learning
 Quality of the feedback and the use student give to feedback are the most
positive perceived aspects of the assessment practice.
Implications on feedback: a good quality of feedback can overcome the
quantity of feedback.
 Students perceive the amount and distribution of effort and the quantity of
feedback as the least positive aspect of the assessment practice.
Introduction
Results

Introduction
Results
Deep
approach to
learning
Self-regulated
learning fore-
thought
Self-regulated
learning
Performance
Self-regulated
learning
reflection
Learning
through
eportfolio
Category
Subcategory
Students’ approaches to learning
Deep Learning
Surface Learning
1-Task Interest
1-Strategic Planning
2-Task strategies
2-Self-recording
3-Affect
3-Expectations
ePortfolio learning Practice
Usefulness
Timing
Teaching Practice Applicability
Sciences teaching

Introduction
Results

• ePortfolio design integration is a strong influence to enhance
students’ learning
• Implications for educational designers
• Characteristics of the learning environment: feedback, type of
assessment, distribution of effort on eportfolio activities has a direct
effect on students’ deep approaches to learning.
• Implications for integration of emergent technologies and emergent pedagogies
 Students initial training on eportfolios and Web 2.0 tools has a
positive effect on eportfolio development
 Implications for educational designers on development of students’ digital identity
and professional development
Introduction
Results
Studies Limitations – FutureConclusions

Introduction
Studies
 Students with a tendency to deep study approaches, value the
quality of feedback, the use of feedback but not favored the quantity
of time use in feedback.
 Students with a tendency to surface study approaches still see
traditional assessment as time consuming. They distribute effort on
assessment activities that can give them good grades, including
eportfolio activities
 It emerged students reflection towards teaching practice, reflections
on the applicability of the concepts and tools and over their practice
as science teachers.

 Those students who adopted a deep approach to Learning perceive
making eportfolio as estimulating their thinking as requiring a deep
understanding of the learning materials.
 Students acting on feedback and teachers encouranging students to
make explicit how they used feedback to reorient their reflections or
adding value to the process.
 More quality of assessment with ePortfolios.
 Better strategies to involved Teachers and Tutors in ePortfolio
integration.
 The rubric should have detailed criteria combined with rating scales
and a detailed guideline for the e-portfolio design.
Introduction
Studies

• Limitations
• Relative small size samples
• Focus mainly students
• Future research
• The study of eportfolios in more depth towards personalized
learning, adaptive learning, open learning
• Use of open educational resources OER
• Open badges (New system of recognition of formal and
informal learning)
• Studies on learning in diverse contexts
Introduction
Studies

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