The Use of e-Portfolios in Higher Education: From the Students' Perspective

Autor/in	Ciesielkiewicz, Monika
Titel	The Use of e-Portfolios in Higher Education: From the Students' Perspective
Quelle	In: Issues in Educational Research, 29 (2019) 3, S.649-667 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Student Attitudes; Portfolios (Background Materials); Preservice Teachers; Preschool Teachers; Elementary School Teachers; Private Colleges; Foreign Countries; Technology Uses in Education; Elective Courses; Asynchronous Communication; Student Motivation; Competence; Value Judgment; Career Development; Employment Potential; Portfolio Assessment; Spain + Suchen Sie Ihr Suchwort? Schülerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Privathochschule; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elective course; Wahlkurs; Schulische Motivation; Kompetenz; Werturteil; Berufsentwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Portfoliobeurteilung; Spanien
Abstract	This study sets out to discern the students' perspective on the value/usefulness and importance of the e-portfolio, as well as their own performance and effort. The participants were 121 preschool and primary school initial teacher education students in a private university in Spain. They were enrolled in three asynchronous undergraduate sections of an elective course on ICTs in education. Our data suggest that students are willing to use e-portfolios in the future, and do not just view them as coursework to be completed for a grade. The respondents acknowledged the value of e-portfolio as a learning and evaluation tool. Students recognise the e-portfolio as a job search tool as well as a resource for career advancement. They reported both competence and satisfaction with their work. The strongest impetus of intrinsic motivation, as indicated by our research, was an appreciation for the value and usefulness of the e-portfolio, followed by the students' perspective of competence. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01