Student perceptions of e-portfolio

D.U. Bolliger & C.E. Shepherd (2010): Student perceptions of ePortfolio

integration in online courses, Distance Education, 31:3, 295-314

electronic portfolios (ePortfolios) – digitized, computer or Web-based versions of traditional portfolios

Online learning environments are also beginning to incorporate ePortfolios to promote knowledge acquisition, facilitate collaboration, and implement authentic assessment.

Many adults who pursue graduate studies opt to enrol in online programs.

When students believe that relationships exist among classmates, they feel connected – which can lead to a sense of belonging (Lee & Robbins, 1998).

ePortfolios may also facilitate supervision.

Although the design and development of ePortfolios is considered an individual task, some researchers advocate the inclusion of social activities to foster collaboration and peer review among online students.

Online students primarily interact and communicate with information technologies that lack audio-visual and nonverbal cues.

little research has addressed their influence on student perceptions of connectedness and communication, the value of the integration of an ePortfolio assignment, and learning in online programs.

little research has addressed their influence on student perceptions of connectedness and communication, the value of the integration of an ePortfolio assignment, and learning in online programs.

However, not all participants valued examining program requirements and goals.

Participants stated they enjoyed the ePortfolio when they were able to align the assignment with their own goals.

Results indicate ePortfolio integration benefited some – but not all

Fewer than half of the participants indicated ePortfolios helped them to communicate

better with their peers or program faculty.

ePortfolios may help to develop connectedness between students, faculty members, and programs.

findings suggest they do influence student perceptions and could become part of a larger plan to increase community among distance education students.

Yet, results from this study suggest that ePortfolios may help mentoring too.

the extent to which the integration and formative peer evaluation of ePortfolios foster connectedness and improve the quality of communication over time is unknown.

Although this study suggests ePortfolios can be a valuable tool for some students in distance education programs, findings indicate not all students benefit.

Integrating a variety of open-source software and/or Web 2.0 tools in the development of ePortfolios and providing learners with options and choices pertaining to their use may provide some learners with the level of personalization they desire.