The role of E-portfolios in higher education: The experience of pre-service teachers

The term e-portfolio refers to a portfolio in electronic format that allows users collect evidence of learning several media types (e.g., audio, video, text, and graphics) organise these using hypertext links (Barrett, 2001). E-portfolios have been introduced into teacher education programs internationally help pre-service teachers (PST) build records their reflections, allow them assemble collections achievements against graduate standards. These e-portfolios may function as digital CVs; also support lifelong after graduation (Oakley, Pegrum, & Johnston, 2014). Through investigating the experience use by PSTs, this thesis provides significant about high quality implementation higher education. explores reasons behind participants’ success an e-portfolio-based unit. In particular, research why number participants were more successful than others when e-portfolios. This is first which has examined PSTs perspectives on within constructivism, students’ approach (SAL), 3P model (presage, process, product) learning, self-regulated (SRL). An unit Faculty Education Australian University was investigated mixed methods design analyse data gathered through conducting pre-unit post-unit interviews. qualitative analysis examines conceptions e-portfolios, perceptions teaching context, effect approaches outcomes. A questionnaire distributed at week 11 measure how they conceived perceived teaching, clarity goals, appropriateness assessment workload. This showed there variation academic results confirmed outcomes surface or deep affected role, lecturers’ role. course depended perception good appropriate workload Therefore, factors seemed be significantly related what did, strategies used e-portfolio. implications are relevant for educators responsible designing new units courses, improving existing learning.