Citation
Beresford, W., & Cobham, D. (2011). Undergraduate students: interactive, online experiences and ePortfolio development. 2011 IEEE 3rd International Conference on Communication Software and Networks (Xi’an, China), 272-275.
Abstract
Results of a previous study by the authors into the perceived value and potential of ePortfolios to assist undergraduate students indicated that technology was an important aspect of their everyday lives. It was also felt it to be beneficial to their learning. A large percentage of students were found to be using digital techniques to store evidence of their learning, and were also using interactive, online tools in their learning activities. There was, however, little reported structured use of ePortfolio development in their learning. Students acknowledged they were discovering for themselves the value of online technologies in learning. This paper focuses on student skills and experiences of online tools on entry to university, and considers their experience of ePortfolio development using the WordPress personal publishing platform. Results indicate that students’ skill level of online, interactive tools was high and wide-ranging. Although previous experience of using these tools was unstructured and informal, ePortfolio creation was found to be an engaging, relevant and worthwhile activity. The ePortfolio development exercise also provided an experiential learning experience, and had a positive effect on students’ attitudes to learning.
Annotation
In this paper, the authors extended their earlier research (2010, July) on “the perceived value and potential of ePortfolios” (p. 272) in higher education learning. The aim of this study was to focus on “student [technology] skills and experiences of online tools on entry to university” (p. 272) and the effects of “introducing the structured and formal use of ePortfolios” (p. 273). Using a mixed-method approach, researchers surveyed a new cohort of students from an undergraduate technology-based program offered at a university in England, observed students during two e-Portfolio development workshops, and then held a focus group with a smaller group of the same students. Overall, the findings suggested that “students are enthusiastic and willing to use” e-Portfolios in learning, regardless of familiarity with digital technologies prior to developing their portfolio (p. 275).