What is it like learning with an eportfolio for online distance learners?

•Download as PPTX, PDF•

2 likes•435 views

Eportfolios may enhance online learning and critical thinking. The study examined how eportfolios impact learning experiences and critical thinking development among online higher education students. Critical thinking is defined as making judgements using evidence and appropriate methods. Effective eportfolio learning can stimulate critical thinking, integrate learning, and promote reflection. Analysis of student portfolios identified five themes: eportfolios provide a personal space to experiment with ideas and evaluate learning; eportfolios allow deep thinking on course concepts; and eportfolios enhance self-regulation, an important critical thinking skill.

Education

Orna Farrell
Orna.Farrell@dcu.ie
@orna_farrell
What is it like learning with an
eportfolio for online distance
learners?

The case study
How can eportfolios enhance the
nature of the learning experience
and the development of critical
thinking among online distance
higher education learners?

Theoretical framework-critical thinking
Critical thinking is a judgement process. Its
goal is to decide what to
believe and/or what to do in relation to the
available evidence, using appropriate
conceptualizations and
methods and evaluated by the appropriate
criteria.”(Facione & Facione, 2008)

Theoretical framework-Eportfolio based learning
The model of eportfolio based learning for this case
study is the process of eportfolio based learning is
transformative, personal and empowering for
learners. Effective eportfolio based learning can
stimulate critical thinking, integrate learning, provide
space for learners to experiment and apply theory
and reflect on their learning journey. The process of
learning with an eportfolio is meaningful, authentic
and promotes deep learning.

Analysis
• ongoing process -circular model of gathering and
analysing data, as “coding is analysis” (Miles &
Huberman, 1994, Lichtman, 2014)
• Analytical approach- thematic analysis following the
Braun & Clarke (2006, 2013) 6 step approach

Finding 1
Learning with an eportfolio enhanced the
learning experience for online distance learners
by providing them with a safe and personal
space to experiment with new ideas, to evaluate
their own learning, to process their thoughts and
experiences in the context of the sociology
module. The experience was both retrospective
and future focused.
“It is a great aide in my learning
because it gives me a platform to
express my thoughts and
processes of my experiences.
Normally coursework is so
structured and formal; instead a
learning portfolio is personal and I
like that.” (P16, eportfolio entry 2)

Finding 2
There was a symbiotic relationship
between the eportfolio and the
discipline context of sociology, the
eportfolio provided a place for
learners to think deeply and critically
about themselves and their applied
learning in relation to the sociology
module content.
“Finally, I am enjoying this form of
learning with loop reflect eportfolio, it
allows me to delve more deeply into
these (sociological) concepts by putting
my thoughts in writing and to ask
questions. I think it will be a useful tool in
my study this year!” (P23. eportfolio entry
1)

Finding 3
Eportfolios enhanced the
development of the critical
thinking skill of self-
regulation for online
distance learners.
“I:Do you think your critical thinking skills improved?
P2: Yes, for sure. To the point where you are critical of
your own critical thinking. [Laughs] but yeah definitely
as I was saying you are looking at your own beliefs and
I think it’s good though, it’s always good to be always
reassessing. The world is always changing so
everything else should change with it. And I definitely
have, you just look at different things, see different
patterns. Yeah I don’t really know what else to say on
that.” (P2, interview 2)

This document provides an overview and review of key aspects of educational research. It discusses what educational research is and the main types of research. It outlines the typical steps in conducting research, including identifying a research problem, conducting a literature review, developing research questions and hypotheses, identifying needed data, data collection methods, data analysis, findings, discussion, and conclusions. Good research is defined as having a sound rationale, clear aims, a relevant theoretical basis, well-defined research questions, an appropriate methodology, contributions to the field, and consistency between all steps. Typical mistakes include having too much background and too little on the specific current research, as well as weaknesses in feasibility or scope.

Lit review powerpoint

Kellyh84

This document discusses implementing project-based learning and multimedia in elementary social studies curriculum. It provides an overview of the presentation topics which include the importance and purpose of the study, a literature review of key themes, implications, and gaps. The purpose of the study is to identify best practices for utilizing project-based learning and multimedia in social studies and to introduce it into a 4th grade classroom to determine the impact on student learning.

Open book examination

Ramakanta Mohalik

This document discusses open book examinations as an alternative to traditional closed book exams. It notes that closed book exams primarily test memorization and lower-order thinking skills, while open book exams can assess higher-order thinking. An open book exam allows students to use notes, textbooks, and other materials while taking the exam. The document provides advantages of open book exams such as encouraging active learning over rote memorization. It provides tips for writing good open book exam questions that assess interpretation, application and critical thinking over simple information recall. Sample open book exam question types are also presented.

A study carried out in Malaysia about the use of e-books to improve reading c...

Aslı Tuğçe GÜLER

Assessing collaboration

Sara Miller

Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University

Influence of Beliefs and Reflection on Enactment of ELA CCSS_MAPEA Symposium

mrppittman

TO MA NURSING SS . THIS CH . 2 - DR. MAGDY MAHDY

Magdy Aly

The document discusses curriculum design and Bloom's Taxonomy of learning objectives. It describes the six levels of Bloom's Taxonomy - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation - and provides examples of learning objectives for each level. It also outlines eight stages in the curriculum design process and describes Constructivist learning methods, which hold that knowledge is personally constructed through hands-on experiences and social interactions rather than transmitted.

Adult learning theory and principles

Anumol Achankunju

Adult learning theory emphasizes that adults learn best when new information is problem-based and collaborative. Andragogy focuses on the process of learning and equality between teacher and learner. Knowles identified six principles of adult learning: adults are internally motivated, bring life experiences, are goal-oriented, oriented to relevance, are practical learners, and like to be respected. As a clinical educator, one can apply these principles by setting graded learning programs, drawing on students' experiences, linking learning to goals, ensuring practical experiences, and regarding students as colleagues.

The document discusses developing critical thinking skills for applied research. It defines critical thinking as having two components - cognitive thinking skills and critical thinking dispositions. Some key cognitive skills discussed include interpretation, analysis, evaluation, and inference. Important dispositions include being inquisitive, systematic, judicious, and open-minded. The document proposes a four-part model for teaching these skills and dispositions: modeling, interactions, opportunities, and feedback. It also recommends ways to develop critical thinking through various course assignments and assessments.

Always chasing something - Students' perspective on Social Media in Higher ed...

Fachhochschule Nordwestschweiz FHNW

This document summarizes a presentation on a project to implement social media in education at FHNW universities. It discusses focus groups held with students to understand their perspectives on using social media. Key findings were that students had varying definitions of social media depending on experience, wanted to take on new roles in education, and expected professional and usable tools. Students also said they are constantly seeking out new content online. The presentation outlines the project goals, methods, and timeline which include developing scenarios for using social media and piloting them in classes in 2013.

Always chasing something – Students‘ Perspective on Social Media in Higher Ed...

Eva-Christina Edinger

This document summarizes a student focus group discussion on social media in higher education. The focus group had 7 students from 4 universities. They discussed their understanding and usage of social media, as well as positive and negative experiences. Key findings were that students see value in social media for multimedia learning, collaboration, enriched teaching materials, and networking. However, students also feel they are "always chasing something" online and want social media use in education to be professional, usable, and device-independent. Overall, the document aimed to understand students' perspectives on social media to help develop scenarios for its implementation across the university.

Steps In Educational Research

undurthy

The document outlines the steps in educational research which include planning, execution, and reporting. The planning stage involves selecting a research problem, reviewing literature, formulating objectives and hypotheses, and developing a methodology, work plan, and budget. Execution includes preparing instruments, determining sampling, collecting and analyzing data. Reporting comprises organizing the written report with chapters on theoretical framework, methods, results, conclusions, and implications.

'Reconfiguring teaching as a research based profession: possibilities, proble...

GTC Scotland

'Reconfiguring teaching as a research based profession: possibilities, problems and politics.' University of West of Scotland, Workshop 6, GTC Scotland National Education Conference, 28 May 2009. This workshop will explore current thinking about ways in which teacher professionalism might be enhanced, particularly through a growing emphasis on research, and the challenges which this might pose to existing practices among the major stakeholders.

8484 reflection ecb

eboswell

This reflective essay discusses the author's learning from a class on educational research. Prior to this class, the author's understanding of research came from classes focused on research results, not the research process. This class provided an opportunity to learn about conducting research studies and the important role of literature reviews. Through a literature review assignment, the author gained experience searching research and summarizing key details. The knowledge learned about the research process will benefit the author's future goals, which include obtaining a doctorate degree requiring a dissertation.

Qualitative research, types, data collection and analysis

Vijayalakshmi Murugesan

This document discusses various qualitative research methods for collecting and analyzing data. It describes qualitative research as focusing on collecting narrative and visual non-numerical data to understand a phenomenon of interest. It then outlines several common qualitative research approaches like grounded theory, ethnography, phenomenology, narrative research, case studies and the types of data collection methods used in each approach such as interviews, observations, focus groups and document analysis. Finally, it discusses the process of analyzing qualitative data which typically involves preparing, organizing, coding and categorizing the data to identify themes and patterns.

KNOWLEDGE ACQUISITION - CONCEPT & NATURE OF KNOWLEDGE ACQUISITION

DrShwetaAgarwal1

The document discusses knowledge acquisition, which is defined as the process of absorbing and storing new information in memory. Knowledge acquisition involves extracting, structuring, and organizing knowledge from various sources, such as human experts. It is the process of expanding capabilities by adding new knowledge to a knowledge base and refining existing knowledge over a lifetime through continuous, goal-oriented learning. The new knowledge must be integrated meaningfully with existing knowledge.

2012 choosing a research topic

cherylyap61

The document discusses the important elements to consider when choosing a good research topic. It outlines six key elements: 1) the topic must be of interest, 2) it must be focused on a specific question, 3) it must be significant, 4) it must have a reasonable scope, 5) relevant literature must be available, and 6) it must be feasible given time and resource constraints. It provides examples and guidance on how to evaluate a topic against these criteria to ensure an effective research project.

Seminar slides

fqmiller

This document provides an overview of a PhD research project that aims to understand how early career academics use information to learn while building their developmental networks. The research will use a constructivist grounded theory methodology involving semi-structured interviews with 14 early career academic participants. A preliminary literature review explores relevant concepts around early career academics, networking, developmental networking, informed learning, and information behavior. A pilot study with 8 participants has been conducted to identify preliminary themes and evaluate the data collection and analysis procedures for the main study. The outcomes will be a theoretical model and empirical basis to inform academic development strategies.

Developing criticality using a mahara digital portfolio

What is it like learning with an eportfolio for online distance learners?

Recommended

Recommended

More Related Content

What's hot

What's hot (10)

Similar to What is it like learning with an eportfolio for online distance learners?

Similar to What is it like learning with an eportfolio for online distance learners? (20)

More from Orna Farrell

More from Orna Farrell (20)

Recently uploaded

Recently uploaded (20)

What is it like learning with an eportfolio for online distance learners?