Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)

ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
Similar Journals
Journal Cover
Irish Journal of Technology Enhanced Learning
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2009-972X
Published by Irish Learning Technology Association Homepage  [1 journal]
  • Editorial: Good bye exams, hello eportfolio

    • Authors: Orna Farrell, Karen Buckley, Lisa Donaldson, Tom Farrelly
      Pages: 1 - 6
      Abstract: The aim of this special issue of the Irish Journal of Technology Enhanced Learning is to explore eportfolio in Ireland and further afield. An eportfolio can be a tool or technology, a practice, a pedagogical model, an assessment method and a framework for learning (Chen & Black, 2010).  There is growing interest in Ireland in the affordances of eportfolio and their potential to positively impact student learning and achievement. However, there was a dearth of empirical research on eportfolio practice in the context of the Irish educational system. This special issue on eportfolio aims to fill this gap in the literature, and enable us to better appreciate eportfolio practice and ground this in research. Women scholars have been disproportionately affected by the Covid-19 pandemic, in this special issue, the editorial team acknowledged and identified actions we could take to help to mitigate such effects on women scholars. These supports paid off; 83% of the authors in this issue are women. Creating a special issue of a journal takes community and hard work. The editors thank the IJTEL team, and the authors for their support and perseverance during a challenging time. Through this special issue of eportfolio, we are proud to add to the scholarship on eportfolio and to support women scholars during the Covid-19 pandemic.
      PubDate: 2021-12-12
      DOI: 10.22554/ijtel.v6i1.101
      Issue No: Vol. 6, No. 1 (2021)
  • Exploring the potential of digital teaching portfolios to support
           in/non-formal professional development for those who teach in Higher

    • Authors: Laura Costelloe
      Pages: 1 - 13
      Abstract: It is broadly recognised that professional development (PD) to enhance academic practice amongst those who teach in Higher Education (HE) encompasses a range of approaches; while there is an established culture of accredited PD provision – particularly for early-career academics – literature points to a preference among more established faculty for non-accredited or informal PD activities such as workshops, projects, conferences, professional dialogue, experimental approaches or activities related to the scholarship of teaching and learning (Ashgar and Pilkington 2018; Kálmán et al. 2019; Spowart et al. 2017). The provision of accredited PD is now commonplace in the Irish context and many Irish HE Institutions offer programmes in academic practice at Graduate Certificate, Diploma or Masters Level (Maguire et al. 2017; Maguire et al. 2015). However, evidence also points to a long-standing culture of engagement in in- and non-formal PD activities among Irish HE teachers (Kenny et al. 2015). This has been recognised in the Irish National Professional Development Framework which is underpinned by an ‘acknowledgement of the spectrum of activities that could be considered under the umbrella of PD’ (National Forum 2016a; National Forum 2016b). Thus, a considerable amount of the professional learning that is undertaken to enhance academic practice takes place through experiential or work-based practices including communities of practice, conversations with colleagues and practice-based innovations (Knight et al. 2006; Nerantzi 2015; Warhurst 2008). Furthermore, there is a growing body of literature highlighting the use of portfolios to support academic professional learning activities and reflective practice in Higher Education (Costelloe et al. 2019; Hamilton 2018; Hoekstra and Crocker 2015; O'Farrell 2007; Pelger and Larsson 2018). Described as ‘a purposeful collection of evidence, consisting of descriptions, documents and examples of what is good teaching for the teacher’ (de Rijdt et al. 2006, p.1086), portfolios are being used in multiple ways to support PD: to provide evidence of a quality approach to professional development, to document teaching practices for the purposes of promotion, to showcase and reflect on academic practice and to provide evidence of engagement with PD activities. An eportfolio adds an extra dimension to the affordances of a more traditional portfolio through the potential inclusion of multimedia artefacts such as audio, video and text to capture, share and reflect on academic practice.          Bearing in mind the Irish HE context and the recent introduction of the National Professional Development Framework, this paper will explore the potential of eportfolios – and specifically digital teaching or professional practice portfolios – to support, document and evidence the wealth of non-accredited and in/non-formal professional learning undertaken by HE teachers to enhance academic practice. Drawing on semi-structured interviews carried out with Irish HE teachers in three institutions in the Mid-West region, this paper will consider how digital teaching portfolios offer a space to capture, evidence, reflect on and share the wealth of practice-based and in/non-formal PD in which HE teachers engage.
      PubDate: 2021-06-08
      DOI: 10.22554/ijtel.v6i1.72
      Issue No: Vol. 6, No. 1 (2021)
  • Considering Dissemination

    • Authors: Hazel Farrell
      Pages: 14 - 21
      Abstract:   The use of e-portfolio is becoming more widespread as an established practice in higher education with a growing body of research supporting the inherent deep learning benefits. It is espoused as an ideal pedagogical tool, conducive to student-centred learning where engagement and investment in the learning process are key. The recognition of learning beyond the classroom and appreciation of diverse, personalised approaches to learning are fundamental to this medium, and as such, the very basic premise of an e-portfolio functioning as a place to host information has been surpassed significantly.  This is a report on the use of e-portfolio as a multifunctional tool for the music degree programme at Waterford Institute of Technology (WIT). While the primary purpose was the use of e-portfolio to create a collaborative yearbook for final year students, ultimately this expanded into the areas of marketing, recruitment, and staff professional development as a direct result of dissemination pathways. While the promotion of e-portfolio as a valuable pedagogical tool remains a priority, the specific possibilities for maximising the potential of the e-portfolio beyond the purposes of student-centred learning that emerged in this case gave rise to further thought on future creative applications.
      PubDate: 2021-06-04
      DOI: 10.22554/ijtel.v6i1.90
      Issue No: Vol. 6, No. 1 (2021)
  • Using Reflective Online Diaries to Enhance Teaching, Learning and
           Assessment in Online Apprenticeships

    • Authors: Aine Doherty, Christopher McLaughlin
      Pages: 20 - 39
      Abstract: This paper explored the use of reflective online diaries to enhance teaching, learning and assessment in the context of an apprenticeship programme delivered online. An action research mixed methodology was employed; including qualitative reflective practice and a quantitative survey of students enrolled on a sales module over four academic years. Quantitative data analysis included Spearman Rank-Order Correlations, Exploratory Factor Analysis and Path Analysis using IBM AMOS v25 and explored the relationship between each student cohort and other key factors including assessment value, manageability, frequency, student enhancement and module satisfaction. The outcome is a conceptualisation of a student enhancement and module satisfaction process, in a tested framework model. The findings indicate student enhancement’s crucial role in predicting student satisfaction with the module; the more an apprentice learner perceives a reflective assessment activity will inform different areas of their overall learning, the more likely they are to be satisfied with the module. The use of reflective online diaries also demonstrates their role in overcoming challenges associated with online teaching and learning. The benefits of critical reflective practice for educators are also reinforced, where the outcome can lead to an enhancement in teaching, learning and assessment. This research significantly adds to growing evidence that ePortfolio based learning has potential to support many higher education objectives connected to achievement of knowledge, skills, and competence by third level learners. The implications advocate for higher education institutions to create opportunities for educators to test new assessment methods, strategies, and tactics.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.69
      Issue No: Vol. 6, No. 1 (2021)
  • Eportfolios as Reflective Assessment of Social Justice

    • Authors: James Gallen
      Pages: 22 - 28
      Abstract: This article explores the potential for eportfolios to contribute to the development of student critical awareness of social justice, including the role of the university as a social justice actor, through module assessment. It will critically address how eportfolios were introduced in 2019-20 to assess student reflection on social justice in a first year law module ‘Critical Approaches to Law’ at DCU. To date, there has been a slow adoption of eportfolios in Irish higher education (Farrell 2018). Although there is some evidence of reflective assessment in comparative legal education, especially in schools with an emphasis on socio-legal approaches to law, and in clinical legal education, there is limited analysis of eportfolio assessment in classroom-based or blended legal education, (Waye and Faulkner 2012) and none in the Irish context.   The article will discuss the motivation to use eportfolios; the benefits, challenges and lessons learned in the design of the assessment, and the first time experience for the educator of marking and student experience of eportfolios. It assesses eportfolios as a mechanism for prompting student reflection and the development of critical thinking, (Farrell 2019) with a particular reflective focus on social justice and university education as a social justice experience. (Connell 2019). It queries the extent to which eportfolios enable students to incorporate prior learning experiences to their reflection, (Chen and Black 2010) and for students self-determine the parameters of their personal interaction with social justice questions raised by the experience in the module and their lived experience. (Brooman and Stirk 2020)
      PubDate: 2021-06-08
      DOI: 10.22554/ijtel.v6i1.89
      Issue No: Vol. 6, No. 1 (2021)
  • Lessons from reflective journaling in undergraduate eportfolios

    • Authors: Ruth McManus
      Pages: 29 - 36
      Abstract: Although eportfolio practice has become almost ubiquitous across higher education, only a small body of empirical research exists in relation to the practice in Ireland (Donaldson 2018, Farrell 2018).  As Chen and Black (2010) pointed out, eportfolio is a multifaceted concept and the eportfolio can be used to fulfil many functions. Some limited research has demonstrated its use as a tool for reflection, including exploring broader aspects such as developing self-reflection and self-regulated learning, and exploring identity (Alexiou & Paraskeva 2010, Bennett et al 2016, Slepcevic-Zach & Stock 2018, Farrell & Seery 2019). This article explores and critically reflects on the use of the eportfolio as a space for student reflection within individual modules, demonstrating its utility as a T&L tool for both students and educators. It draws on the author’s experience of using eportfolios for assessment purposes, incorporating a reflective component, over a four-year period. Particular emphasis is placed on the experiences and outcomes of two groups of approximately 35 students each who undertook undergraduate modules between February and May 2020. The discussion develops three aspects of the eportfolio experience. First, asking how eportfolio can be most effectively used to encourage reflective learning within a module, the article discusses both highs and lows of student engagement, evidence of critical thinking and necessary tweaks in order to enable meaningful learning to occur. It also shows how the reflective journals can provide a feedback mechanism to assist educators in enhancing their modules. Second, the role of eportfolio-based reflections for weaker students is examined. In some cases, these reflections help to show the ways in which less-academically-able students have benefitted from their experiences in the module, such as building skills or enhancing their knowledge base. Typically, the learning achieved by weaker students is not reflected in their overall grade, as grading scales tend to reward students of greater academic ability. Careful reading of student reflections can demonstrate their progression in a way that may not be captured by the final product (exam or project). The author asks how best to capture and assess this evidence of progression over the course of a module. Third, the unanticipated outcomes of student reflective journaling during the Covid-19 crisis are tentatively explored. This section specifically draws on the experiences of students who began their modules in face-to-face mode and completed them online. During lockdown, their journals served an additional purpose, offering a ‘safe space’ for students to work through their experiences of the pandemic and its impacts on their lives. The article asks how these positive engagements can best be replicated in the future. The conclusion draws together the larger implications of the three elements explored in the main body of the article, suggesting ways in which these experiences can be integrated into future module design.
      PubDate: 2021-06-08
      DOI: 10.22554/ijtel.v6i1.81
      Issue No: Vol. 6, No. 1 (2021)
  • ePortfolio in Teacher Education and Academic Further Education

    • Authors: Christine Ziegelbauer, Barbara D'Errico
      Pages: 37 - 46
      Abstract: Private and professional life is more and more shaped by rapid changes in society and technology. That’s why continuous further education is essential in order to meet the new requirements. In the context of lifelong learning, this article focuses primarily on “learning to learn” as a key competence (European Union, 2018). Therefore, it is essential to develop the ability to self-regulated learning (Zimmerman, 2000) in the first phase of academic training and beyond. Learners must be able to plan, carry out and evaluate their learning process. In order to monitor it successfully, it also requires the ability to reflect. One instrument that can help learners to regulate their learning process is the ePortfolio (McAllister et al., 2008). In an ePortfolio learners can set their goals individually, document and reflect on their progress with the help of artefacts and thus assess their learning strategies and adapt them, if necessary. Futhermore, outcomes of informal learning can be presented within an ePortfolio as well as outcomes of formal learning activities. For example, in the field of teacher education ePortfolios are used quite widely. The ability to reflect one’s actions is an important aspect of professionalism, which helps teachers to improve their teaching (Schön, 1983). Therefore, it is important, as a prospective teacher, to be able to realistically assess one's own abilities and to know how to acquire new competencies. Teachers have to question their actions constantly and adapt them if necessary. In the German State of Baden-Württemberg keeping an ePortfolio is obligatory for students during the practical phases and is continued in the second phase of training, during the internship. A second field, where ePortfolio is gaining importance, is the academic continuing education. The Academy of Advanced Studies at the University of Konstanz offers academic programmes for professionals. A pilot project will be launched next semester in the part-time bachelor study programme in “Motor Neurorehabilitation” for qualified professional therapists in healthcare. Primarily, the implementation of an ePortfolio in this context aims at giving learners the opportunity to manage and personalise their own digital archive (collection of documents). Secondly, it enables the students to reflect more consciously the inputs and outputs collected - particularly during the time they will be attending their practical internships. Thus, the participants should develop a stronger reflective and critical thinking with regard to the acquired new methods and the experiences collected. Furthermore, the ePortofolio should facilitate group work and encourage interaction with other colleagues (peer review) and/or instructors. This paper discusses the possibilities of using ePortfolios in teacher training and in academic further education. Based on a theoretical concept for learning and professionalizing with ePortolios in higher education and life long learning, as mentioned before, the potentials in the different fields of application will be presented. Furthermore, we will point out the difficulties and challenges associated with the introduction of an ePortfolio. Finally, an outlook on what is planned for the further development of ePortfolio at the University of Konstanz will be given.  
      PubDate: 2021-07-06
      DOI: 10.22554/ijtel.v6i1.78
      Issue No: Vol. 6, No. 1 (2021)
  • Embedding ePortfolios in programme-level assessment in Business

    • Authors: Roisin Donnelly
      Pages: 40 - 57
      Abstract: This practice report reflects on a pilot project which explored the embedding of ePortfolios in programme-level assessment in a number of Business disciplines across the College of Business in the Technological University Dublin. The pilot was important for a trio of reasons; firstly, for the university, positioning of an ePortfolio programme level strategy required an understanding of the importance of professional development and support structures for staff and students, and guidance on scaling from a pilot project to a full-scale implementation. Secondly, for staff, highlighting the purpose of the ePortfolio and particular effective teaching, learning and programme level assessment strategies was crucial e.g. personalization for increasing student engagement and reflective practice. Finally, for students, an ePortfolio can enable learning beyond the scope of a particular module to highlight holistic learning across a programme, and can be utilized for showcasing of work and in procuring future employment where it is suitable for capturing practical, critical and creative thinking. This article explores implications for practice for staff seeking clarity on establishing the purpose for assessment, reflection and audience (UG and PG students) for a programme-based ePortfolio. Reflections include the professional development support that paralleled the adoption of the pilot, strategies that can be put in place to move from an initial project to a scalable implementation across a college, and the challenges of engaging critically in programme-level assessment. Recommendations are for educational developers, those working and leading in learning development and learning technologists who support academic staff in decision-making around ePortfolio integration to programme-level assessment strategies.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.75
      Issue No: Vol. 6, No. 1 (2021)
  • A Higher Education Action Research Study on the Effectiveness of an
           ePortfolio as a Learning Tool to Promote Reflective Professional

    • Authors: Kate Dunne, Pauline Logue
      Pages: 58 - 88
      Abstract: Within higher education, ePortfolios have been demonstrated to enhance professional development and to promote critical thinking. In this context, one higher education level nine module, namely, the Professional Development Framework Portfolio module, was analysed. The module was piloted during the 2019-2020 academic year in one Irish Institute of Technology. It was intentionally designed to align with the Professional Development Framework promoted by the Irish National Forum for the Enhancement for Teaching and Learning. The primary aim of this study was to explore the effectiveness of an ePortfolio as a learning tool for professional development, in the context of the module’s delivery. An action research methodology was employed. Data collection tools and processes included a learner-questionnaire, an ePortfolio mapping analysis, and a dialogical reflection on the part of two lecturer-researchers. Salient findings were that the use of ePortfolios for the purpose of professional development in higher education was evidenced, and the effectiveness of ePortfolios to facilitate the mapping of professional development was established. The main recommendations to enhance this module for future action research iterations included: 1) to facilitate deeper reflection on personal professional development goals, 2) to support reflective practice and reflective writing skills, and 3) to provide a pre-module workshop on ePortfolio web development prior to module commencement. More broadly, it was also recommended to revisit the time demands of the module and to research the extent to which the module might effectively promote a sustainable professional development community of practice framed around ePortfolio development.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.79
      Issue No: Vol. 6, No. 1 (2021)
  • Eportfolio in Ireland: A landscape snapshot of current practice

    • Authors: Orna Farrrell, Karen Buckley, Lisa Donaldson, Tom Farrelly
      Pages: 89 - 109
      Abstract: This article reports on a study that explored eportfolio practice in Irish higher education. The aim of this research was to gain a landscape snapshot of eportfolio practice and technologies across Irish Higher Education Institutes (HEI) and to address a gap in the literature that there is little empirical evidence about how Irish HEIs engage and adopt eportfolio in practice. The project adopted a mixed method approach and was framed by two research questions: RQ1: What are the features of eportfolio practice in Irish higher education' RQ2: What are the experiences of Irish higher education practitioners in adopting eportfolio' Data was collected from seventy-nine participants from a range of Irish HEIs using an anonymous online survey. The four central themes that make up the study’s findings highlight key issues related to institutional engagement with eportfolio including features of eportfolio practice; technology underpinning eportfolio practice; enablers of eportfolio adoption and barriers to eportfolio adoption. The findings of this study indicate that Irish teaching staff use eportfolios with their students primarily for assessment, reflection, to support placement experiences and to develop student employability skills. There was also evidence that staff are using eportfolios for personal and/or professional purposes. Furthermore, it is particularly noteworthy that hardly anyone in the study reported evaluating their eportfolio practice. In addition, our findings indicate that the implementation and adoption of eportfolio by Irish HEIs has been quite uneven, the majority of institutions were reported to be at the early stages of adoption. While this study provides useful insight regarding the institutional and staff perspective, the research team do acknowledge that the student voice was not captured in this instance.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.99
      Issue No: Vol. 6, No. 1 (2021)
  • Towards reflective project management

    • Authors: Sandra E Flynn, Fiona Levie
      Pages: 118 - 130
      Abstract: This qualitative study set out to explore the relationship between the practice of reflection in a project management MSc. programme and reflective practice in the workplace. We propose that students who learn and practice reflection in an academic programme can transfer these skills to reflection-in-action (Schön, 1983) in their project management roles, thereby contributing to the development of reflective project managers. Reflection in the context of post-project reviews forms an essential element in project management. Research has shown that this element is often the exception or omitted altogether due to time constraints (Anbari et al., 2008; Fuller et al., 2011; Nicolaisen & Driscoll, 2016). This study proposes that students who learn and practice reflection in an academic programme can transfer these skills to the project management workplace. Guided by the principles of phenomenography, online survey data were collected from 30 students and postgraduates along with 10 faculty members. The study found that despite initial apprehension students considered the reflective learning process to be useful and three quarters felt they could apply the reflective learnings to their practice after the first module of use. Towards the end of the programme almost half indicated their intention to continue with reflective writing practice post-graduation. Instilling the practice of reflecting on an education programme has two goals. Firstly, to reflect on the learnings of the programme work, at and across modules. Secondly, to bring those learnings forward to a real-world environment, encouraging not just our own development as reflective practitioners, but also the development of reflective project teams. To support these goals, we propose a new model: the reflective learning portfolio-in-practice.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.94
      Issue No: Vol. 6, No. 1 (2021)
  • Adoption of e-portfolios for Registered Nurses & Midwives Professional
           Registration and Revalidation in Ireland

    • Authors: Tracey Harrington, Sandra O'Neill
      Pages: 138 - 153
      Abstract: In many countries, such as Australia, Canada, the United Kingdom (UK), and the United States of America, Nursing and Midwifery Professional Bodies undergo a revalidation process demonstrating evidence of continuing professional development (CPD) and clinical practice hours in order to remain an active member on the professional register. In most countries this process involves documenting evidence in paper format. However, in the UK, our closest neighbour, eportfolio submission is now offered as an option for revalidation. Ireland is imminently moving towards introducing documented evidence as a requirement for continued registration as currently, there are no requirements to demonstrate evidence of continuing professional development or clinical practice as part of the annual re-registration process. While there are plans to address this in the near future, there are no details regarding the revalidation requirements or process. Irish undergraduate and postgraduate nursing and midwifery students are beginning to use eportfolios for assessment purposes and are increasingly familiar with the online eportfolio platforms. In this paper, we provide a rationale for the Irish Nursing and Midwifery Board (NMBI) to adopt eportfolios for the submission of documentary evidence for both initial registration and revalidation. We will examine the advantages and the barriers to the introduction of eportfolios in this context. The use of eportfolios would provide the NMBI an opportunity to lead the way in registration and revalidation processes internationally, enabling nurses and midwives in Ireland to embrace the opportunities that the digital age presents.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.100
      Issue No: Vol. 6, No. 1 (2021)
  • Exploring Professional Development Needs and Strategies for
           Instructors/Faculty Facilitating ePortfolios Online

    • Authors: Debra Hoven, Pamela Walsh, Rima Al-Tawil, Rita Zuba Prokopetz
      Pages: 154 - 176
      Abstract: This qualitative study sampled 30 university websites across Canada to identify which Canadian universities offer ePortfolio activities to students and faculty members. The researchers from Athabasca University identified eight institutions as offering ePortfolio activities and aimed to explore how faculty or instructors of such ePortfolio activities were selected and what professional development (PD) opportunities were available to them. The study included 11 participants from the eight Canadian universities identified during our search of university websites mentioning ePortfolios. Through a descriptive and interpretive process in a series of 60–90-minute interviews with faculty, educational developers, and instructional designers at the identified universities, the four researchers explored the type of professional development offered to faculty members who are involved or will be involved in ePortfolio use and program integration. The main focus of their interviews was on 1) the nature and type of development offered; 2) how it has been organized; 3) to what extent it has been effective; 4) how faculty members are chosen to teach ePortfolio courses; 5) what lessons have been learned about these factors; and 6) what recommendations are offered or proposed by PD developers, facilitators, and faculty participants. Given that the use of ePortfolios is a rapidly emerging pedagogy in higher education, it is not surprising, perhaps, that faculty development has not kept pace with the practice of ePortfolio introduction. Preliminary results have revealed variations of ePortfolio use (or lack thereof) in higher education. The findings have also revealed the need for a Canadian ePortfolio community to enable practitioners, proponents, and researchers to build on each other’s knowledge, share experiences, and engage in the dissemination of open education resources housed in ePortfolio projects.
      PubDate: 2021-12-12
      DOI: 10.22554/ijtel.v6i1.102
      Issue No: Vol. 6, No. 1 (2021)
  • Looping Everyone into the Conversation

    • Authors: Roisin Lyons, Ciara Lynch, Eoghan McConalogue
      Pages: 174 - 185
      Abstract: At its most fundamental, entrepreneurship involves discovering, evaluating, and exploiting opportunities to create future goods and services (Shane and Venkataraman, 2000). Acknowledging that characteristics, emotions, cognitive biases, and past experiences influence entrepreneurial activity and decision making (Shepherd and Patzelt, 2017; De Winnaar and Scholtz, 2019), many propose that active reflection is an important facet of the entrepreneurial curricula (Nabi et al., 2016; Santos et al., 2016). For the entrepreneurial student, learning to make rationale decisions is paramount, and this is vitally linked to their ability to reflect and be self-aware. This study recounts the use of the eportfolio within a new large class (over 600 students) module in enterprise education. The module utilised an eportfolio reflective assignment to allow students express their feelings and knowledge about a series of attended entrepreneurial events and guest speaker seminars. In this paper, we present a novel insight into the efficacy of this curricular approach. External stakeholders who acted as mentors and speakers were asked to review a number of these student portfolios, and provide their thoughts on the assignments themselves, and the e-portfolio construct more generally. As such, this study highlights the multiple feedback loops of reflection which can be obtained from the eportfolio when used as a carefully considered pedagogical tool. It also highlights the integral role that industry stakeholders play in the enterprise curriculum.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.85
      Issue No: Vol. 6, No. 1 (2021)
  • Participant Engagement with Eportfolio on the PACT Digital Badge: An
           Explanatory Sequential Mixed-Methods Analysis

    • Authors: Marie O Neill, Ken McCarthy
      Pages: 194 - 215
      Abstract: This paper explores participants’ perceptions of eportfolio on the National Forum for the Enhancement of Teaching and Learning’s PACT digital badge in which eportfolio is a central component of the teaching and learning experience. The PACT badge was launched in 2018 by the National Forum to promote engagement with their National Professional Development Framework for All Those Who Teach in Higher Education (National Forum, 2016). A small but growing body of studies indicates that the pairing of eportfolio with digital badges increases participant engagement with course content, facilitates the open evidencing of skill acquisition as well the transfer of knowledge beyond the life span of the course (Kehoe and Goudzwaard, 2015; Ambrose and Anthony 2016; Nilson and Dewiyanti, 2019). In January 2021, an explanatory, sequential mixed methods approach comprising a survey and focus group was employed to obtain and analyse feedback from graduates of three iterations of the PACT digital badge in relation to their perceptions of the eportfolio component. Data indicated a range of benefits including enhanced digital literacy, an enhanced ability to reflect, a more engaging learning experience, more robust evidencing of professional development and increased engagement with the National Professional Development Framework for all Those Who Teach in Higher Education. Seventy-Eight percent of respondents stated that eportfolio was an important part of the PACT course. A key recommendation of the study is the additional front loading of support materials in relation to eportfolio engagement in Week 0 of the course in response to feedback in which PACT participants indicated that eportfolio could be technically challenging and time consuming. The findings of this exploratory study could be tested at larger scale across a wider range of National Forum digital badges that incorporate eportfolio.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.80
      Issue No: Vol. 6, No. 1 (2021)
  • Electronic Portfolio: Reflective Project in a Community of Language

    • Authors: Rita Zuba Prokopetz
      Pages: 226 - 236
      Abstract: In this article, I present my stance as an English as a second language (ESL) practitioner resulting from empirical observations of the development of eportfolio reflective projects by five groups of approximately 10-20 intermediate-level language learners in an online learning community during five iterations of the same course (February 2018-June 2020). I provide an insight into the experiences of ESL students with their first eportfolios as a capstone project based on ongoing observations grounded on theoretical concepts of the affective domain and a more ecological aspect of constructivism. The first four groups of 10-20 students completed their program of studies in a blended format – three days onsite and two online. The fifth group with 20 students, however, due to COVID-19, was thrust into learning entirely at a distance prior to the completion of their second module. In each cohort, students were aware of the remaining modules in their program of studies and waited in anticipation – and some form of trepidation – for their reflective project. The capstone eportfolio project was the fifth and final module in a five-month program of studies where students chose a platform for their projects (technology) and populated the pages with learning episodes (pedagogy) experienced in the previous four modules. These eportfolio projects, developed by the students individually and in collaboration with their peers, fostered engagement and feedback interaction at various stages. While developing their reflective projects, students learned to leverage eportfolio technology to enhance the achievement of their goals as well as eportfolio pedagogy to articulate the attainment of competencies. Since evidence of core competencies in each language skill ability is a program requirement, modules preceding the creation of eportfolios necessitate tasks that foster learner awareness related to language skills, abilities, and attitudes. Although students eventually understand what the competencies are, they often grapple with how they are attained, and why they are required. As reflective projects grounded on academic rigour and underpinned by theoretical principles, these eportfolios espouse self-awareness and deeper learning. As such, they foster student agency and empower creators to articulate their experiences as they reflect on the learning to date. My observations of five groups of language learners developing their first eporfolio as a capstone project may help inform the field of online pedagogy and also contribute toward a better understanding of eportfolios as reflective projects in blended and online learning communities.
      PubDate: 2021-12-11
      DOI: 10.22554/ijtel.v6i1.68
      Issue No: Vol. 6, No. 1 (2021)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762

Your IP address:
Home (Search)
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-