View in EDS PDF Full Text

Reflective web-portfolio and the development of learning through investigation: the innovation of innovation.

Saved in:
Bibliographic Details
Title: Reflective web-portfolio and the development of learning through investigation: the innovation of innovation.
Alternate Title: Web-portafolio reflexivo y el desarrollo del aprendizaje por investigación: la innovación de la innovación.
Web-portfólio reflexivo e o desenvolvimento do aprendizado por investigação: a inovação da inovação.
Authors: Silva, Adriana de Cássia Sabino1 adriana.sabino@ufv.br, Ferreira, Emily de Souza1 emily.s.ferreira@ufv.br, Cotta, Rosângela Minardi Mitre1 rmmitre@ufv.br
Source: Interface - Comunicação, Saúde, Educação. 2025, Vol. 29, p1-19. 19p.
Subject Terms: *Inquiry-based learning, *Collaborative learning, *Outcome-based education, *Educational innovations, *Self-regulated learning, Electronic portfolios, Argument
Abstract (English): To mitigate the challenges of 21st-century teaching and learning, active and innovative methods stand out, especially the Web Reflective Portfolio (WRP), which aims to stimulate inquiry-based learning and argumentation based on scientific evidence. The objective was to evaluate the WRP as a teaching, learning, and assessment method in competency-based training. This qualitative study used document analysis. Forty-seven WRPs, collectively constructed by 212 undergraduate nursing and nutrition students at a public university between 2020 and 2023, were analyzed. The document analysis revealed that the WRP empowers students to make decisions and solve problems, transforming passive and uncritical attitudes into active and reflective ones. The results indicate that the WRP fosters meaningful, collaborative, and autonomous learning, aligned with the National Curricular Guidelines. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Para aminorar los desafíos en la enseñanza y el aprendizaje del siglo XXI se destacan los Métodos Activos e innovadores, en especial el Web Portafolio Reflexivo (WPR), cuyo objetivo es el incentivo al aprendizaje por investigación y argumentación con base en evidencias científicas. El objetivo fue evaluar el WPR como método de enseñanza, aprendizaje y evaluación en la formación por competencias. Se trata de una investigación cualitativa que utilizó el análisis documental. Se analizaron 47 WPR elaborados colectivamente por 212 alumnos de graduación de los cursos de Enfermería y Nutrición de una universidad pública, entre 2020 y 2023. El análisis documental reveló que el WPT capacita a los alumnos para la toma de decisiones y resolución de problemas, transformando posturas pasivas y no críticas en activas y reflexivas. Los resultados indican que el WPR incentiva el aprendizaje significativo, colaborativo y autónomo, alineado a las Directrices Curriculares Nacionales. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): Para amenizar os desafios no ensino e aprendizagem do século 21, destacam-se os Métodos Ativos e Inovadores, em especial o Web-portfólio Reflexivo (WPR), que visa ao estímulo do aprendizado por investigação e à argumentação com base em evidências científicas. O objetivo foi avaliar o WPR como método de ensino, aprendizagem e avaliação na formação por competências. Trata-se de uma pesquisa qualitativa que utilizou a análise documental. Foram analisados 47 WPR construídos coletivamente por 212 estudantes de Graduação dos cursos de Enfermagem e Nutrição de uma universidade pública entre 2020 e 2023. A análise documental revelou que o WPR capacita os estudantes para a tomada de decisões e resolução de problemas, transformando posturas passivas e acríticas em ativas e reflexivas. Os resultados indicam que o WPR estimula as aprendizagens significativa, colaborativa e autônoma alinhadas às Diretrizes Curriculares Nacionais. [ABSTRACT FROM AUTHOR]
Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 192424545
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Reflective web-portfolio and the development of learning through investigation: the innovation of innovation.
– Name: TitleAlt
  Label: Alternate Title
  Group: TiAlt
  Data: Web-portafolio reflexivo y el desarrollo del aprendizaje por investigación: la innovación de la innovación.<br />Web-portfólio reflexivo e o desenvolvimento do aprendizado por investigação: a inovação da inovação.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Silva%2C+Adriana+de+Cássia+Sabino%22">Silva, Adriana de Cássia Sabino</searchLink><relatesTo>1</relatesTo><i> adriana.sabino@ufv.br</i><br /><searchLink fieldCode="AR" term="%22Ferreira%2C+Emily+de+Souza%22">Ferreira, Emily de Souza</searchLink><relatesTo>1</relatesTo><i> emily.s.ferreira@ufv.br</i><br /><searchLink fieldCode="AR" term="%22Cotta%2C+Rosângela+Minardi+Mitre%22">Cotta, Rosângela Minardi Mitre</searchLink><relatesTo>1</relatesTo><i> rmmitre@ufv.br</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Interface+-+Comunicação%2C+Saúde%2C+Educação%22">Interface - Comunicação, Saúde, Educação</searchLink>. 2025, Vol. 29, p1-19. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+portfolios%22">Electronic portfolios</searchLink><br /><searchLink fieldCode="DE" term="%22Argument%22">Argument</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: To mitigate the challenges of 21st-century teaching and learning, active and innovative methods stand out, especially the Web Reflective Portfolio (WRP), which aims to stimulate inquiry-based learning and argumentation based on scientific evidence. The objective was to evaluate the WRP as a teaching, learning, and assessment method in competency-based training. This qualitative study used document analysis. Forty-seven WRPs, collectively constructed by 212 undergraduate nursing and nutrition students at a public university between 2020 and 2023, were analyzed. The document analysis revealed that the WRP empowers students to make decisions and solve problems, transforming passive and uncritical attitudes into active and reflective ones. The results indicate that the WRP fosters meaningful, collaborative, and autonomous learning, aligned with the National Curricular Guidelines. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Para aminorar los desafíos en la enseñanza y el aprendizaje del siglo XXI se destacan los Métodos Activos e innovadores, en especial el Web Portafolio Reflexivo (WPR), cuyo objetivo es el incentivo al aprendizaje por investigación y argumentación con base en evidencias científicas. El objetivo fue evaluar el WPR como método de enseñanza, aprendizaje y evaluación en la formación por competencias. Se trata de una investigación cualitativa que utilizó el análisis documental. Se analizaron 47 WPR elaborados colectivamente por 212 alumnos de graduación de los cursos de Enfermería y Nutrición de una universidad pública, entre 2020 y 2023. El análisis documental reveló que el WPT capacita a los alumnos para la toma de decisiones y resolución de problemas, transformando posturas pasivas y no críticas en activas y reflexivas. Los resultados indican que el WPR incentiva el aprendizaje significativo, colaborativo y autónomo, alineado a las Directrices Curriculares Nacionales. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Portuguese)
  Group: Ab
  Data: Para amenizar os desafios no ensino e aprendizagem do século 21, destacam-se os Métodos Ativos e Inovadores, em especial o Web-portfólio Reflexivo (WPR), que visa ao estímulo do aprendizado por investigação e à argumentação com base em evidências científicas. O objetivo foi avaliar o WPR como método de ensino, aprendizagem e avaliação na formação por competências. Trata-se de uma pesquisa qualitativa que utilizou a análise documental. Foram analisados 47 WPR construídos coletivamente por 212 estudantes de Graduação dos cursos de Enfermagem e Nutrição de uma universidade pública entre 2020 e 2023. A análise documental revelou que o WPR capacita os estudantes para a tomada de decisões e resolução de problemas, transformando posturas passivas e acríticas em ativas e reflexivas. Os resultados indicam que o WPR estimula as aprendizagens significativa, colaborativa e autônoma alinhadas às Diretrizes Curriculares Nacionais. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192424545
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1590/interface.250491
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 1
    Subjects:
      – SubjectFull: Inquiry-based learning
        Type: general
      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Outcome-based education
        Type: general
      – SubjectFull: Educational innovations
        Type: general
      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Electronic portfolios
        Type: general
      – SubjectFull: Argument
        Type: general
    Titles:
      – TitleFull: Reflective web-portfolio and the development of learning through investigation: the innovation of innovation.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Silva, Adriana de Cássia Sabino
      – PersonEntity:
          Name:
            NameFull: Ferreira, Emily de Souza
      – PersonEntity:
          Name:
            NameFull: Cotta, Rosângela Minardi Mitre
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 14143283
          Numbering:
            – Type: volume
              Value: 29
          Titles:
            – TitleFull: Interface - Comunicação, Saúde, Educação
              Type: main
ResultId 1