Student perspectives of eportfolios

Change over four semesters

Abstract

Universities are currently under pressure to provide evidence of graduate attributes and at the same time to improve learner engagement. Eportfolios and their associated pedagogies have the potential to support students' learning and development and to provide evidence of their progress against standards or attributes. Research reports about eportfolio introductions provide guidance on this new technology however student voices are underrepresented and most studies occur over a single course. This paper reports early data from a three-year longitudinal study of students in a Bachelor of Education. Survey results across four semesters, which included first-time users in each semester, indicated (1) increasing recognition of the eportfolio for learning in the areas of evaluation, reflection on the learning process, and keeping track of learning experiences and (2) decreasing concerns about using the technology and technology as a barrier. There were also a steady increase of enthusiasm and positive feelings and a decrease in feelings of uncertainty, confusion, anxiety and negativity.