Factors Influencing E-Portfolio Use and Students' Approaches to Learning in Higher Education
Authors: 
Andrea Ximena Castaño Sánchez, Ángel Pío González Soto, José Miguel Jiménez GonzálezAuthors Info & Claims
Pages 39 - 52
Abstract
The aim of this study is to analyze the factors influencing eportfolio use in higher education and its implication on students' learning. These relationships are investigated under different stimulated conditions that have offered the potential for more understanding of the influencing factors in the investigated context. University students N=56 attending the grades of Pedagogy N=25 and Nursing N=31 filled in two questionnaires at the end of the lesson of the course: The Revised SPQ-2F Study Process Questionnaire and AEQ Assessment Experience Questionnaire were used to measure the approaches to learning and perceptions of the assessment practice. First questionnaire was concerned the students' approaches towards their own learning. Second questionnaire covered general perceptions of assessment demands including the eportfolio assessment. The results showed positive relationship of the use of eportfolio activities with feedback, the training with eportfolios and the positive influence on student teachers' deep approaches to learning.
References
[1]
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. 2010. Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research, 53, 243.
[2]
Barnett, R., Parry, G., & Coate, K. 2001. Conceptualising curriculum change. Teaching in Higher Education, 64, 435-449.
[3]
Biggs, J., Kember, D., & Leung, D. Y. P. 2001. The Revised two-factor study process questionnaire: R-SPQ-2F. The British Journal of Educational Psychology, 711, 133-149. 11307705.
[4]
Boes, W., & Wante, D. 2001. Portfolio: the story of a student teacher in development. Katholieke Universiteit Leuven.
[5]
Cohen, L., Manion, L., & Casanova, M. A. 1990. Métodos de investigación educativa. La Muralla.
[6]
Elen, J., & Lowyck, J. 2000. Instructional metacognitive knowledge: A qualitative study on conceptions of freshmen about instruction. Journal of Curriculum Studies, 323, 421-444.
[7]
Flores, J. G., Gómez, G. R., & Jiménez, E. G. 1995. Estadística básica aplicada a las ciencias de la educación.
[8]
Gibbs, G., & Dunbar-Goddet, H. 2007. The effects of programme assessment environments on student learning. The Higher Education Academy.
[9]
Gibbs, G., & Simpson, C. 2003. Measuring the response of students to assessment; the assessment Experience Questionnaire. Open University.
[10]
Gijbels, D., Coertjens, L., Vanthournout, G., Struyf, E., & Petegem, P. V. 2009. Changing students' approaches to learning: A two-year study within a university teacher training course. Educational Studies, 355, 503-513.
[11]
Gijbels, D., & Dochy, F. 2006. Students' assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 324, 399-409.
[12]
Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. 2005. The relationship between students' approaches to learning and the assessment of learning outcomes. European Journal of Psychology of Education, 204, 327-341.
[13]
Hattie, J., & Timperley, H. 2007. The power of feedback. Review of Educational Research, 771, 81-112.
[14]
Heikkila, A., Niemivirta, M., Nieminen, J., & Lonka, K. 2011. Interrelations among university students' approaches to learning, regulation of learning, and cognitive and attributional strategies: A person oriented approach. Higher Education, 615, 513-529.
[15]
Higgins, R., Hartley, P., & Skelton, A. 2002. The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 271, 53-64.
[16]
Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. 2006. Developing portfolios in education: A guide to reflection, inquiry, and assessment. Sage Atlanta, Ga.
[17]
Kyndt, E., Dochy, F., Stuyven, K., & Cascallar, E. 2011. The perception of workload and task complexity and its influence on students' approaches to learning a study in higher education.
[18]
Laurillard, D. 2012. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. ERIC.
[19]
López-Fernández, O. 2007. El portafolio digital discente como metodología evaluativa innovadora. Estudio de caso multiple del comportamiento de los aprendices como gestores de su propio aprendizaje virtual en el contexto del Espacio Europeo de Educación Superior. Universitat de Barcelona.
[20]
Martin, E., & Ramsden, P. 1987. Learning skills, or skill in learning? Marton, F., & Saljo, R. 1976. Approaches to learning. In Marton, F., Hounsell, D., & Entwistle, N. Eds., The experience of learning. Implications for teaching and studying in higher education. Edinmurgh: Scotish Academic Press, 2, 39.
[21]
Rosario, P., Nuñez, J., González, J., Valle, A., Trigo, L., & Guimaraes, C. 2010. Enhancing self-regulation and approaches to learning in first-year college students: A narrative-based programme assessed in the Iberian Peninsula. European Journal of Psychology of Education, 254, 411-428.
[22]
Sabariego Puig, M. 2009. El proceso de investigación Parte I. In Metodología de la investigación educativa pp. 89-120.
[23]
Scouller, K. 1998. The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 354, 453-472.
[24]
Segers, M., Gijbels, D., & Thurlings, M. 2008. The relationship between students' perceptions of portfolio assessment practice and their approaches to learning. Educational Studies, 341, 35-44.
[25]
Segers, M., Nijhuis, J., & Gijselaers, W. 2006. Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies. Studies in Educational Evaluation, 323, 223-242.
[26]
Struyven, K., Dochy, F., & Janssens, S. 2003. Students' perceptions about new modes of assessment in higher education: A review. In Optimising new modes of assessment: In search of qualities and standards pp. 171-223. Springer.
[27]
Struyven, K., Dochy, F., Janssens, S., & Gielen, S. 2006. On the dynamics of students' approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 164, 279-294.
[28]
Tiwari, A., & Tang, C. 2003. From process to outcome: The effect of portfolio assessment on student learning. Nurse Education Today, 234, 269-277. 12727094.
[29]
Tynjälä, P. 1999. Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university. International Journal of Educational Research, 315, 357-442.
[30]
van Rossum, E. J., & Schenk, S. M. 1984. The relationship between learning conception, study strategy and learning outcome. The British Journal of Educational Psychology, 541, 73-83.
[31]
Wilson, K., & Fowler, J. 2005. Assessing the impact of learning environments on students' approaches to learning: Comparing conventional and action learning designs. Assessment & Evaluation in Higher Education, 301, 87-101.
- Factors Influencing E-Portfolio Use and Students' Approaches to Learning in Higher Education
Recommendations
Investigating university students' adaptation to a digital learner course portfolio
Digital learner portfolios are of growing importance in higher education as the sector seeks new teaching-learning-assessment methods which promote students' autonomy as managers of their own virtual learning environment. The purpose of this study was ...
Factors influencing university students' self-regulation of learning: an exploratory study
ACSW '16: Proceedings of the Australasian Computer Science Week MulticonferenceUniversity students are expected to self-regulate their learning while maintaining high motivation in their tertiary education. However, not all students possess the competency required to self-regulate their learning independently. Students need ...
Reforming higher education with ePortfolio implementation, enhanced by learning analytics
AbstractIn a time when blended learning is the norm and not the exception, ePortfolio implementation has the potential to serve as a tool for 21st-century skills development, namely self-reflection, self-assessment, goal-setting, evidence-based learning, ...
Highlights- Positivist and Constructivist approaches to ePortfolio implementation were employed.
- EPortfolio structure and involved artefacts were analysed.
- Student learning processes were monitored, analysed, and described.
- Student ...
Comments
Please enable JavaScript to view thecomments powered by Disqus.Information & Contributors
Information
Published In
Publisher
IGI Global
United States
Publication History
Published: 01 July 2015
Author Tags
Qualifiers
- Article
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 0Total Downloads
- Downloads (Last 12 months)0
- Downloads (Last 6 weeks)0
Reflects downloads up to 30 Jan 2025