{"id":6,"date":"2017-08-04T18:23:39","date_gmt":"2017-08-04T18:23:39","guid":{"rendered":"http:\/\/commons.royalroads.ca\/biblio-eportfolio\/?page_id=6"},"modified":"2017-08-04T20:58:42","modified_gmt":"2017-08-04T20:58:42","slug":"recent-entries","status":"publish","type":"page","link":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/recent-entries\/","title":{"rendered":"Recent Entries"},"content":{"rendered":"\n\n<div class=\"su-posts su-posts-default-loop \">\n\n\t\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-201\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/qualitative-analysis-of-student-perceptions-of-e-portfolios-in-a-teacher-education-program\/\">Qualitative analysis of student perceptions of e-portfolios in a teacher education program<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/?p=201&#038;preview=true\" title=\"In the last decade, e-portfolios have moved to the forefront of teacher preparation programs across the United States. With its widespread use, faculty and administrators need to understand teacher candidates\u2019 perspectives to meet their needs. In the present study, the researchers gathered in-depth information from 244 students who were required to create e-portfolios for their academic program. The researchers asked students, using open-ended survey items, about the advantages, disadvantages, and obstacles they faced when creating and disseminating their e-portfolios. Additionally, each student described his or her most significant e-portfolio learning experience and how to make the process more meaningful. Overall, there were seven themes: increased scope, guidance, timing, alignment with standards, reflection and growth, organization of work, and the inaccessibility of the e-portfolio system to persons outside of the university. This article discusses findings as well as practical recommendations for e-portfolio integration and ideas for future research.\">In the last decade, e-portfolios have moved to the forefront of teacher preparation programs across the United States.<\/a><\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/qualitative-analysis-of-student-perceptions-of-e-portfolios-in-a-teacher-education-program\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-196\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/using-e-portfolios-to-integrate-reflective-practice-with-experiential-learning-in-engineering-teaching-and-learning\/\">Using e-portfolios to integrate reflective practice with experiential learning in engineering teaching and learning<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/using-e-portfolios-to-integrate-reflective-practice-with-experiential-learning-in-engineering-teaching-and-learning\/\" title=\"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.\">Universities are increasingly developing new approaches to improved pedagogy through the use of technology.<\/a><\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/using-e-portfolios-to-integrate-reflective-practice-with-experiential-learning-in-engineering-teaching-and-learning\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-194\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/preservice-teachers-learning-experiences-of-constructing-e-portfolios-online\/\">Preservice teachers\u2019 learning experiences of constructing e-portfolios online<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>This one-year case study reports on the effectiveness and value of electronic portfolios (e-portfolios)&#8230;<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/preservice-teachers-learning-experiences-of-constructing-e-portfolios-online\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-192\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/examining-the-role-of-reflection-in-eportfolios-a-case-study\/\">Examining the role of reflection in eportfolios: a case study<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Extended institutional experience with ePortfolios grounded and framed this qualitative case study guided by&#8230;<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/examining-the-role-of-reflection-in-eportfolios-a-case-study\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-190\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/learners-in-transition-the-use-of-eportfolios-for-women-returners-to-science-engineering-and-technology\/\">Learners in transition: the use of eportfolios for women returners to science, engineering and technology<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>In 2002 the UK Government produced a report highlighting the problems faced by women returning to employment in science, engineering and technology&#8230;<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/learners-in-transition-the-use-of-eportfolios-for-women-returners-to-science-engineering-and-technology\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-188\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/eportfolios-supporting-reflection-and-deep-learning-in-high-impact-practices\/\">Eportfolios: Supporting reflection and deep learning in high-impact practices<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>The article discusses the integration of eportfolios in education which help support various learning contexts&#8230;<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/eportfolios-supporting-reflection-and-deep-learning-in-high-impact-practices\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-184\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/advantages-and-disadvantages-of-eportfolio-implementation-in-primary-education\/\">Advantages and disadvantages of eportfolio implementation in primary education<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>The research presented in this article attempts to capture the views of teachers of elementary education about the advantages, disadvantages, difficulties and&#8230;<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/advantages-and-disadvantages-of-eportfolio-implementation-in-primary-education\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-182\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/the-challenges-of-incorporating-eportfolio-into-an-undergraduate-nursing-programme\/\">The challenges of incorporating eportfolio into an undergraduate nursing programme<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Registered nurses today are required to maintain a portfolio of evidence of their competence to practice. This evidence collection commences at undergraduate level&#8230;<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/the-challenges-of-incorporating-eportfolio-into-an-undergraduate-nursing-programme\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-180\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/student-perspectives-of-eportfolios-a-longitudinal-study-of-growth-and-development\/\">Student perspectives of eportfolios: a longitudinal study of growth and development<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 18, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>Electronic portfolios (eportfolios) offer different ways to support learning through their capacity to collect evidence and demonstrate development&#8230;<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/student-perspectives-of-eportfolios-a-longitudinal-study-of-growth-and-development\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\t\t\t\n\t\t\t\n\t\t\t<div id=\"su-post-169\" class=\"su-post \">\n\n\t\t\t\t\n\t\t\t\t<h2 class=\"su-post-title\"><a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/the-curricular-and-technological-nexus-findings-from-a-study-of-eportfolio-implementation\/\">The curricular and technological nexus: findings from a study of eportfolio implementation<\/a><\/h2>\n\n\t\t\t\t<div class=\"su-post-meta\">\n\t\t\t\t\tPosted: June 17, 2019\t\t\t\t<\/div>\n\n\t\t\t\t<div class=\"su-post-excerpt\">\n\t\t\t\t\t<p>This paper presents findings from a qualitative study of ePortfolio experiences among health professions students&#8230;<\/p>\n\t\t\t\t<\/div>\n\n\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/the-curricular-and-technological-nexus-findings-from-a-study-of-eportfolio-implementation\/#respond\" class=\"su-post-comments-link\">0 comments<\/a>\n\t\t\t\t\n\t\t\t<\/div>\n\n\t\t\n\t\n<\/div>\n\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-6","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/wp-json\/wp\/v2\/pages\/6","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/wp-json\/wp\/v2\/comments?post=6"}],"version-history":[{"count":2,"href":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/wp-json\/wp\/v2\/pages\/6\/revisions"}],"predecessor-version":[{"id":34,"href":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/wp-json\/wp\/v2\/pages\/6\/revisions\/34"}],"wp:attachment":[{"href":"https:\/\/commons.royalroads.ca\/biblio-eportfolio\/wp-json\/wp\/v2\/media?parent=6"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}