E-Portfolios in Teaching, Learning and Assessment: Tensions in Theory and Praxis
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| Title: | E-Portfolios in Teaching, Learning and Assessment: Tensions in Theory and Praxis |
|---|---|
| Language: | English |
| Authors: | Walland, Emma (ORCID |
| Source: | Technology, Pedagogy and Education. 2022 31(3):363-379. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Portfolios (Background Materials), Electronic Publishing, Technology Uses in Education, Secondary Schools, Universities, Foreign Countries, Theory Practice Relationship, Soft Skills, Learning Processes, Barriers, Learning, Instruction, Evaluation, Conflict |
| Geographic Terms: | Europe, United States |
| DOI: | 10.1080/1475939X.2022.2074087 |
| ISSN: | 1475-939X 1747-5139 |
| Abstract: | E-portfolios are increasingly used in innovative ways, particularly in higher education, where they have the potential to transform teaching, learning and assessment. Given that students are learning in a hypertextual, digitalised and multimedia world, there is an ever-pressing need for assessment to be more authentic, engaging, and to develop transversal skills. This research analysed the challenges and opportunities of e-portfolios in secondary schools and universities. A review of the literature was undertaken in which studies conducted primarily across Europe and the US over the last 20 years were evaluated. Analysis identified several tensions relating to e-portfolio theory and praxis which were organised according to three main themes: the theory and research underpinning e-portfolios; the uses and purposes of e-portfolios; and the challenges and opportunities related to e-portfolio implementation. These tensions both deepen our understanding of e-portfolios as pedagogical tools as well as inform internationally relevant recommendations for implementation. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1365688 |
| Database: | ERIC |
| Abstract: | E-portfolios are increasingly used in innovative ways, particularly in higher education, where they have the potential to transform teaching, learning and assessment. Given that students are learning in a hypertextual, digitalised and multimedia world, there is an ever-pressing need for assessment to be more authentic, engaging, and to develop transversal skills. This research analysed the challenges and opportunities of e-portfolios in secondary schools and universities. A review of the literature was undertaken in which studies conducted primarily across Europe and the US over the last 20 years were evaluated. Analysis identified several tensions relating to e-portfolio theory and praxis which were organised according to three main themes: the theory and research underpinning e-portfolios; the uses and purposes of e-portfolios; and the challenges and opportunities related to e-portfolio implementation. These tensions both deepen our understanding of e-portfolios as pedagogical tools as well as inform internationally relevant recommendations for implementation. |
|---|---|
| ISSN: | 1475-939X 1747-5139 |
| DOI: | 10.1080/1475939X.2022.2074087 |
