Electronic Portfolio increases both Validating Skills and Employability

The use of electronic portfolios in higher education has significantly increased in the last few years, especially in the United States of America, Canada, Europe and Australia rather than the Arabian universities. Electronic portfolios have a greater potential to alter higher education at its very core than any other technology. Both teachers and students can develop their own Electronic Portfolios; for teachers can adapt a new standardized evaluation methodology instead of traditional exams, while students can develop and share their skills life long

Investigating the Impact of Using e-Portfolio Assessment on EFL Students’ Writing Recount Text through Google Sites (A Qualitative Case Study)

This study reports an analysis of the impact of e-portfolio assessment on EFL students in writing Recount Text and teachers' perceptions of e-portfolio assessment through Google Sites. This research approach is a case study. Observations, interviews, and documents were used as data collection instruments. The subjects of this study were 8th-grade students of Islamic Secondary School in Garut and the data collection was obtained from online class observations and interviews with English teachers. The results revealed that the use of e-portfolio was very influential on students in collecting assignments. The results also show that the teacher's perception of e-portfolio assessment through Google Sites is very influential on students to increase students’ enthusiasm for learning

E-Portfolios in berufsbegleitenden Studiengängen zu Neuen Medien

Der Beitrag stellt das Konzept einer E-Portfolio-Implementierung in einem berufsbegleitenden, postgradualen Masterstudium für eine medienaffine Zielgruppe dar und beschreibt dieses auf mehreren Gestaltungsebenen, vom Curriculum über das Lehr-/Lernkonzept und die verwendeten Technologien bis hin zum Assessment. Für das bessere Verständnis wird zunächst der Studiengang «MA eEducation» vorgestellt und das Blended-Learning-Arrangement beschrieben. Ausgangspunkt für die E-Portfolio- Implementierung ist eine neu entwickelte Taxonomie für E-Portfolios, nach deren Typologie eine Kombination aus Reflexions-, Beurteilungs- und Präsentationsportfolio gewählt wird. Auf der Grundlage der pädagogischen Vor­überlegungen wird der Implementierungsprozess, das Portfoliokonzept und dessen softwaretechnische Umsetzung erläutert, wobei auch auf Fragen des Assessments und des Peer-Feedbacks eingegangen wird

Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing

Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e-learning approaches. These approaches, in turn, can influence both peer- and institution-wide thinking about e-Learning. This paper focuses on the introduction or extension of ePortfolios within the creative arts at four Australian universities. Each educator adopted the ePortfolio for a different purpose, and in doing so has influenced, or is at least being monitored by, their university. All four studies have resulted in the growth, development and enrichment of teaching and learning because of the ePortfolio's facility to engage students in such activities as reflection, ongoing student-teacher dialogue, collaborative essay writing, peer evaluation, identity formation, and the documentation of skills, competencies and graduate attributes for career awareness and employability. In sharing this knowledge the studies have also influenced curriculum design and e-learning policy. The academic literature notes institutional interest in ePortfolios in relation to career preparation, demonstrating and assessing student learning, academic advising, and addressing public accountability concerns by facilitating internal and external departmental review and accreditation. Within this paper we discuss the bi-directional impact and sharing of knowledge about ePortfolio use as it occurs between institution and educator. The study findings inform future development of curriculum, policy and practice for creative arts students and academics in a variety of higher education settings. Further, the findings suggest that ePortfolios provide an efficient and transparent means to archive and access student work, and that they facilitate internal and external departmental review and broader institutional assessment. © ACPI

How do network resources affect firms' network-oriented dynamic capabilities?

While the extant literature investigating the dynamic capabilities that cross the boundaries of firms (i.e., network-oriented dynamic capabilities) has predominantly focused on the identification of their underlying routines or their impact on the firms' performance, the determinants of these routines have largely remained unexplored. Our study seeks to address this issue by investigating how the attributes of network resources (i.e., assets that belong to or are deployed by actors with whom a firm is connected through direct or indirect relationships) influence firms' network-oriented dynamic capabilities. A multiple-case study including 50 network resource sets embedded in 10 business units of five multinational firms spanning pharmaceutical, aircraft power system, and consumer goods' industries is conducted. The findings reveal the effects of eight network resource attributes on the three clusters of network-oriented dynamic capabilities (i.e., sensing, seizing and transforming) as follows: rarity affects the effectiveness of sensing, complementarity affects the effectiveness of seizing, accessibility and usability affect the efficiency of seizing, scalability and appropriability affect the effectiveness of transforming, and finally utility and versatility affect the efficiency of transforming

กรอบแนวคิดการพัฒนารูปแบบการจัดการเทคโนโลยีสารสนเทศและการสื่อสารในสถานศึกษาสังกัดสำนักงานคณะกรรมการการอาชีวศึกษา

กรอบแนวคิดการพัฒนารูปแบบการจัดการเทคโนโลยีสารสนเทศและการสื่อสารในสถานศึกษาสังกัดสำนักงานคณะกรรมการการอาชีวศึกษาจรูญ เตชะเจริญกิจ, รุ่งโรจน์ สีหลืองสวัสดิ์, ปรัชญนันท์ นิลสุขกรอบแนวคิดการพัฒนารูปแบบการจัดการเทคโนโลยีสารสนเทศและการสื่อสารในสถานศึกษาสังกัดสำนักงานคณะกรรมการการอาชีวศึกษาจรูญ เตชะเจริญกิจ, รุ่งโรจน์ สีหลืองสวัสดิ์, ปรัชญนันท์ นิลสุ

Motivational model for continuous intention of electronic portfolio usage among students

The implementation of the electronic portfolio (e-Portfolio) has increased in higher education, as it can serve students in new and creative ways. However, despite its advantages, students are not willing to continue the use of the e-Portfolio system. One of the reasons is the lack of motivation to spend the time and effort required to use the system. The aim of this study is to provide a better understanding of the motivational factors affecting students’ continuous intention regarding e-Portfolio usage by means of proposing a motivational model. The model is based on the synergy of four theories, namely, self-determination theory, use and gratification theory, unified theory of acceptance and use of technology, and Information Systems continuance model. A qualitative approach using face-to-face interviews was employed to confirm the factors identified in the literature and to explore potential factors that are not currently presented in the literature. Thereafter, a quantitative method using the survey technique was applied to collect data from students. The survey yielded 374 useable responses which were further analyzed using the Partial Least Squares–Structural Equation Modeling (PLS-SEM) technique. This technique was used to validate the measurement items and to test the hypotheses and research model. The results indicate that students’ satisfaction is the most significant predictor of the students’ continuous intention to use the e-Portfolio system, followed by social influences, perceived usefulness, facilitating conditions, feedback, long-term consequences of use, and perceived enjoyment. The results also indicate that five categories of uses and gratification, including outcome, content, process, social and technology gratification, have an influence on the students’ continuous intention to use e-Portfolio. Based on the findings, this study provides some practical recommendations for higher education institutions to enhance the continued use of e- Portfolio among students and classifies based on the different roles of managers and administrators, academic advisors and lecturers, designers and developers, and students

Investigating ePortfolios from Teacher Training to the Workplace

This study investigates the transfer of ePortfolio practice from teacher training to the workplace, drawing on three case studies of secondary school teachers from different disciplines (IT, science, maths and foreign languages) who built their ePortfolios during pre-service training. It examines why teachers continue or cease ePortfolio practice, their trainers’ and supervisors’ perceptions of ePortfolio transfer, and the perceived usefulness of continuing ePortfolio practice at work. It also explores the hypothesis that ePortfolio practices, as a process, may be more subject to transfer than ePortfolios themselves, and compares results to other interviews with in-service teachers made during the preparation of this study and to the latest research on ePortfolio practice in teacher training. The study adopts a practical method of enquiry, based on artefacts produced by teachers. The theoretical framework is based on Cultural-Historical Activity Theory (CHAT) and Technology Acceptance Model (TAM) to analyse external and internal causes that may impact on transfer of ePortfolio practice. The main research method was face to face and computer mediated semi-structured interviews, together with post-interview questionnaires and analysis of teachers’ ePortfolio artefacts. The findings reveal that teachers’ ePortfolio practice rapidly fades after they begin work, or in many cases is never transferred. Analysis shows that the main reason for this is the lack of perceived usefulness of the ePortfolio at the workplace, together with the absence of communities of practice within schools where participants were working: social or geographical variables such as provenance, sex or age do not appear to play a role. The conclusion suggests separating the teaching of the use of ePortfolio management systems from the teaching of ePortfolio practices and offers a model for studying the latter which pays particular attention to the impact of the tensions between different elements which CHAT identifies

AN INVESTIGATION OF E-PORTFOLIO IMPLEMENTATION IN THE MALAYSIAN SKILLS TRAINING PROGRAMME (MSTP)

The Malaysian Skills Training Programme (MSTP) is a sub-division of Malaysian Vocational and Training Education (VET) under the jurisdiction of the Ministry of Human Resource, Malaysia. The programme was developed to prepare skilled workers for employment in the ‘blue collar’ sector. The Malaysian Ministry of Higher Education and the UNESCO-UNEVOC believe that the VET should be upgraded to offer a more professional service in which ICT (Information and Communication Technology) applications such as electronic learning need to be explored and harnessed (Kafka & Dale, 2013). This thesis investigates the implementation of an electronic portfolio (E-portfolio) in one accredited Skills Training Institution in Malaysia. The research aim was to deploy an E-portfolio which was developed using MAHARA software with several skills training courses in one training semester. The idea of a ‘threshold concept’ was adopted to provide guidelines to direct the E-portfolio development and implementation. Kolb’s Experiential Learning (KEL) and Competency Based Training (CBT) were the main reference theories informing the design of the E-portfolio process of use. Based on quasi-experimental design, the system’s implementation included groups of students in 2013 and 2014 cohorts. Upon completion, the use of the E-portfolio was evaluated to determine the system’s impact and its effectiveness in the teaching and learning process. A mixed methods research approach was used, consisting of assessment rubrics, survey questionnaires, e-mail interviews, online communication and document reviews. A respondent’s validation based approach called a ‘report-and-respond enquiry’ was executed at the end of data analysis to validate the findings. Qualitative and quantitative data showed that the E-portfolio could contribute to the improvement of several aspects of teaching and training such as communication, reflection on practical work, motivation of learning, progress based learning, and the construction of new knowledge. In addition, senior staff believed that the use of an E-portfolio would benefit the institution by saving printing costs and enhancing the institution’s image to the public and to the awarding body. The findings suggested that, when blended with the current traditional training pedagogy, the E-portfolio system has the potential to be implemented as a showcase E-portfolio, used for online assessment or can be used as a teaching approach. The email interviews and Facebook communication revealed that user attitudes and the support required for the use of the E-portfolio are the biggest challenges. Based on these findings, a scaffolded approach to the implementation of E-portfolios in MSTP is recommended. The key outcomes of this research are the E-portfolio scaffolding strategies in the MSTP that could be deployed at other Skills Training institutions or organizations which intend to explore the use of E-portfolios in the future