Citation
Nettleton, S., Lowe, D. & Dorahy, R. (2008). Using e-Portfolios to Integrate Reflective Practice with Experiential Learning in Engineering Teaching and Learning. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008 – World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4746-4754). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
Abstract
Universities are increasingly developing new approaches to improved pedagogy through the use of technology. Collaborative learning environments support these endeavours with aspects such as learning matrices for workflow-based assessment and standard templates for the publication of assessed artifacts in e-portfolios. Methodologies based on the use of e-portfolios can now be implemented that strongly enhance the professional attributes of students and equip graduates with an accumulation of digital artifacts and reflections that demonstrates their achievements and emotional intelligence. The aim of the research outlined in this paper was to investigate appropriate models for collaborative learning and e-portfolios, particularly in terms of the use of workflow processes which integrate reflective practice with experiential learning activities. We find substantive support for developing Cuppola’s Type 2 e-portfolios as a major tool in supporting practice-based educational programs.
Annotation
In this article, the authors explored the benefits of e-portfolios from the perspectives of faculty and students, with particular focus on the needs of the latter, to understand how e-portfolios could be leveraged so “students demonstrate the sort of emotional intelligence across the whole of their degree course that they most clearly achieve through internships in the workplace” (p. 4747). Over the course of one semester, an e-portfolio was implemented and introduced to almost 1,000 engineering students at a university of technology in Australia, many of whom had or would have engaged in an industry internship. Faculty were interviewed, and students were surveyed at three points: before (n=65 responses), during (n=95) and after (n=96) the e-portfolio experience (p. 4749). Overall, faculty were excited and intrigued by the idea of e-portfolios, and students saw the benefits of using e-portfolios for reflection, communication, collaboration, and as a showcase tool. Implications for developing a university-wide strategy were shared, with researchers stressing the importance of focussing on an investment of resources beyond the cost of technology implementation.