presentation thesis

THE APPLICATION OF EPORTFOLIO IN HIGHER EDUCATION: IMPLICATIONS ON STUDENTS’ LEARNING

Andrea Ximena Castaño SánchezAdvisor:

Ángel Pío González Soto

2014

Department of Pedagogy

Introduction

Conclusions Limitations – FutureResults

Objectives Methodology

Studies

Theoretical Background

General Objective

To analyze characteristics of students’ learning using eportfolio and the conditions of eportfolio integration in classroom settings, in order to allow students easily integrate digital resources to enhance learning.

Introduction



Studies


• To identify characteristics of eportfolio used by students in order to integrate them in their learning activities.

• To identify factors related with eportfolio application and student’s characteristics that can support or hinder students’ learning.

• To analyze students’ approaches to learning and students regulation of learning in digital learning environments supported with eportfolios.

Specific objectives

Introduction


Objectives MethodologyTheoretical Background

Studies

Introduction



Studies

Models and strategies

Three steps of eportfolio development

Model of Reflection on eportfolios

Ten ways reflections transform artifacts into evidence

Sutdy of a pproaches to learning and the model of self-regulation of learning

Principles of eportfolio implementation JISC

Introduction



Studies

Goal setting

statements

Reflective Statement

Caption Statements

Authentic Assessment

Model of reflection

Johnson et al. (2006)

Introduction



Studies

"The heart of teaching and learning is at the process level, where activities aimed at learning, or not produce the desired objectives" (Biggs et al., 2003, 4)

Students’ approaches to learning

Introduction



Studies

Self-regulated learning

Abrami et al. (2008)

Introduction



Studies

ePortfolio and PLE

Introduction



Studies

Peña (2010)

Evidences

Artefact ReflectionValidation(feedback)

Evidencia

Barrett (2005, 7)

Introduction



Studies

• Communication• Collaboration• Feedback• Reflection

Learning Objectives

• Experiential based Learning

• Inquiry based learning

Pedagogy• Digital Personal

Learning Environments

• Eportfolio Mahara

Technology

Pedagogy before technology

Introduction



Studies

• Research perspective: • Interpretive . constructivist• Empirical - analytic

• Data Collection and Data analysis • Qualitative• Quantitative• Mix Methods

• ReliabilityTest of normality Kolmogorov-SmirnovSuitability of Factorial Analysis

Chronbach’s alpha

Pair coding

Validated questionnaires

• Instruments:Questionnaires -

Data Collection and Data analysis

• Interviews• ePortfolio content analysis

• Integrated Revised Two Factor Study (RSPQ-2F);

• Assessment Experience Questionnaire(AEQ) (Gibbs and Simpson, 2003)

• Students Learning Strategies Questionnaire (SLSQ) (Abrami & Aslan, 2007)

Introduction



Studies

Design course integration

Fink (2009)

Introduction



Studies

(Fisher et al., 2011

Introduction



Studies

Plannning process eportfolio integration

How ePortfolio Mahara can be integrated into the classroom

settings?

Mahara eportfolio system

Introduction



Studies

Session 1

• Introduction• Explanation and agreement on rubric • Pedagogical and technical guidelines

Session 2

• Pedagogical and technical guidelines • Integration with Web 2.0 tools• Reflective process• Professional identity construction

Session 3

• Conceptual Reflection Process• Presentation of the working ePortfolios to an audience

Across the course

• Reflection and recording evidence of individual work and team work• Continuous Feedback

Session 5

• Self-Assessment using the rubric• Complete eportfolio activities required for the course

Session 6

• Assessment ePortfolios• Final feedback from teachers and suggestions on the ePortfolios by students.

• Students teachers at Rovira i Virgili University

Using an eportfolio Mahara system settled up for the research at FORTE group www.epitome-dpedago.urv.cat/mahara– Students Master Erasmus Mundusfor Teacher Training

Using institutional eportfolio Mahara http://portafolis.urv.cat/– Students of Pedagogy Fourth Year– Student of Nursing Second Year– Students of Child Education Fourth year

Context

Introduction



Studies

• 1. How students’ perceive eportfolio• 2. How students make use of eportfolio towards personal

learning environments

Base study integration of eportfolios on teaching

and learning

• How the encouraging/discouraging factors of time demand and student effort , feedback and assessment (eportfolio/traditional) relate with students’ approaches to learning?

• How eportfolio assessment has influenced students’ approaches to learning and traditional assessment?

Relationships of conventional assessment

and eportfolio assessment and students’

approaches to learning

• What are the possible correlations among the student’ self-regulated skills and students’ approaches to learning and perception of eportfolio learning and evaluation

• How the students’ approaches to learning are influenced by the eportfolio course design?

• How the individual characteristics of students regarding self-regulated learning are being affected by the intervention in the design of learning with eportfolio?

Self-regulated learning and eportfolio integration with pre-service teachers

in Child Education.

• Students’ PLEs

• Students’ self-regulated skills

• Students’ approaches to learning

• Students’ reflection through eportfolio

How students’ perceive

eportfolio?

How eportfolio assessment has

influenced students’

approaches to learning and traditional

assessment?

How studdents make use of

Web 2.0 tools through

eportfolios?

How students self-regulated learning skills are managed

through eportfolios?

Research questions

Introduction



Studies

Introduction



Studies


Base study

Learner Characteris

tics towards

eportfolio use

Approaches to

LearningCuasi-experimental study I

Self-gulated learning

Use of Social Web

towards PLE - EP

Cuasi-experimental study II

Introduction



Studies


Conditions for

eportfolio integration

Initial Training

Alignment with

learning outcomes

Guidlelines through a

rubric

Feedback (Conversati

onal Learning)

Alignment with learning

activities

Platform functionalities

- privacy publication

Formative Assessment

Reflection

Introduction

Results


Studies Conclusions Limitations – Future

1. Students’ use of eportfolio

Introduction

Results



2. Students’ use of Social Web Tools interacting with eportfolio

Introduction

Results



• Students from pedagogy experienced the eportfolio activities more meaningful (M=3.7, SE=.47) than students from Nursing (M=3.2, SE=.37). t(47.36) = 4.06 (p < .01)

All Cronbach’s α = .78 (1) indicated a good overall reliability of the integrated questionnaire R-SPQ-2F. And (2) AEQ and R-SPQ-2F – AEQ - SLSQ Deep study approach (.76) and surface study approach (.75)

Positive association among deep study approach and distribution of effort, quality of feedback, the use of feedback and traditional assessment

Introduction

Results



Experience with eportfolio as learning and assessment evoke learning oriented towards a more deep approach.

Positive association among the changes in students’ approaches to learning, their self-regulated learning strategies and the eportfolio learning

• Changes in deep approaches to learning and the learning eportfolio (r = .27, p < .005).

• Changes in self-regulated learning forethought and changes with learning eportfolio (r = .40, p < .001).

• Forethought SRL skill and Performance SRL skill (r = .56, p < .001).

• Both factors are negative correlated to changes in surface approaches to learning (r = -.26, p < .001).

• Mean change from pre-test (M = 2.95, SD = .51) to post-test (M = 3.22, SD = .48) during students experience with eportfolios, t(79)=-4.63, p = 0.00, d = 0.46

Introduction

Results



Perceptions of students’ with deep approaches to learning

Quality of the feedback and the use student give to feedback are the most positive perceived aspects of the assessment practice.

Implications on feedback: a good quality of feedback can overcome the quantity of feedback.

Students perceive the amount and distribution of effort and the quantity of feedback as the least positive aspect of the assessment practice.

Introduction

Results



Introduction

Results


Deep approach to

learning

Self-regulated learning fore-

thought


Performance


reflection

Learning through

eportfolio

CategorySubcategory

Students’ approaches to learningDeep Learning

Surface Learning


1-Task Interest

1-Strategic Planning

2-Task strategies

2-Self-recording

3-Affect

3-Expectations

ePortfolio learning Practice

Usefulness

Timing

Teaching Practice Applicability

Sciences teaching


Introduction

Results



• ePortfolio design integration is a strong influence to enhance students’ learning

• Implications for educational designers

• Characteristics of the learning environment: feedback, type of assessment, distribution of effort on eportfolio activities has a direct effect on students’ deep approaches to learning.

• Implications for integration of emergent technologies and emergent pedagogies

Students initial training on eportfolios and Web 2.0 tools has a positive effect on eportfolio development

Implications for educational designers on development of students’ digital identity and professional development

Introduction

Results


Studies Limitations – FutureConclusions

Introduction



Studies

Students with a tendency to deep study approaches, value the quality of feedback, the use of feedback but not favored the quantity of time use in feedback.

Students with a tendency to surface study approaches still see traditional assessment as time consuming. They distribute effort on assessment activities that can give them good grades, including eportfolio activities

It emerged students reflection towards teaching practice, reflections on the applicability of the concepts and tools and over their practice as science teachers.

Those students who adopted a deep approach to Learning perceive making eportfolio as estimulating their thinking as requiring a deep understanding of the learning materials.

Students acting on feedback and teachers encouranging students to make explicit how they used feedback to reorient their reflections or adding value to the process.

More quality of assessment with ePortfolios.

Better strategies to involved Teachers and Tutors in ePortfolio integration.

The rubric should have detailed criteria combined with rating scales and a detailed guideline for the e-portfolio design.

Introduction



Studies

• Limitations • Relative small size samples• Focus mainly students

• Future research • The study of eportfolios in more depth towards personalized

learning, adaptive learning, open learning• Use of open educational resources OER• Open badges (New system of recognition of formal and

informal learning)• Studies on learning in diverse contexts

Introduction



Studies

THE APPLICATION OF EPORTFOLIO IN HIGHER EDUCATION: IMPLICATIONS ON STUDENTS’ LEARNING

Andrea Ximena Castaño SánchezAdvisor:

Ángel Pío González Soto

2014

Department of Pedagogy

presentation thesis

Education

influenced

deep approaches

deep approach

students approaches

regulated

positive association

higher education

classroom