E-portfolios are a valuable online tool for students and instructors to collect, store, update, and share information. “Students can use e-portfolios as a highly personalized, customizable, web-based information management system, to reflect on their learning, demonstrate individual and collaborative growth, achievement and learning over time” ( Lorenzo & Ittelson, 2005, P.2). Barrett (2000) stated that “an electronic portfolio is not a haphazard collection of artifacts but rather a reflective tool that demonstrates growth over time” (p. 14). In fact, a good e-Portfolio ought to be both a product and a process. Not only should it be a digital collection of artifacts, documents, videos and photos but also it should show the process of generating new or deeper learning by reflecting on those artifacts and what they represent. According to Barrett (2000), e-Portfolios can be used for three purposes which are assessment, learning and employability. Some e-Portfolios are designed specifically for a single purpose and others for multiple purposes. Pelliccione and Dixon (2008) stated that instructors can use e-portfolio in their classroom as an "authentic" form of assessment by providing the means to assess students’ ability to set their own goals, think critically, solve complex problems, work collaboratively and undertake reflective practice. This formative assessment provides students with the opportunity to become stakeholders in their own progress and also enhances students deep learning (Pelliccione & Dixon, 2008). In fact, “learners are able to best engage with curriculum when they are able to record their own progress, self-assess against learning outcomes and reflect critically upon their development over time” (Pelliccione & Dixon, 2008, p.751). Teachers who believe in constructivist teaching and learning, are likely to believe that students need to monitor and evaluate their own understanding and learn by knowledge construction. They focus on process of learning not just outcomes. Hence, ePortfolios as a formative learning activity shift the focus of the traditional higher education paradigm as students are encouraged to take responsibility for what and how they learn (Pelliccione & Dixon, 2008). In addition, DiBiase (2002) found that e-Portfolios have the potential to foster the deep involvement of learners and to encourage more responsibility for the achievement of educational goals. These goals are achieved through sharing, developing ideas and experiences, receiving feedback from peers and teachers and planning future learning goals and experiences (DiBiase, 2002). In line with this idea, Pelliccione and Dixon (2008) found that the use of an e-Portfolio for the purpose of learning can encourage students to examine and write about their values and the attitudes that underpin their professional practice. It would seem that using an ePortfolio in the classroom can stimulate students to collect their work, reflect upon strengths and weaknesses, and improve their learning. In addition, e-portfolios can help students show their achievement in relation to particular work or development goals. In other words, it can be used for showcasing students’ achievements to employers. Hence, using e-portfolios increase students’ chances of getting a job after graduation. In 2008, the Joint Information Systems Committee (JISC) explored how e-Portfolios can add value to personalized and reflective models of learning. The JISC (2008) suggests six key steps for institutions to actualize for the effective practice of e-Portfolios: Step 1: Defining the Purposes of the ePortfolio : Step 2: Understanding the Impact of the ePortfolio Step 3: Preparing for Adoption Step 4: Engaging Users Step 5: Implementing the e-Portfolio Step 6: Reviewing the Implementation and Outcomes Based on above discussion, it can be concluded that e-Portfolios can be effective when instructors determine the purpose and benefits of using e-portfolio in their classroom, and select e-portfolio as one of the assignments that students have to complete. Moreover, they should explain to students what they expect them to do in their e-Portfolios, provide them with several examples of successful e-Portfolios that have been done by other students, and encourage students to assess their e-portfolio and look at and comment on one another’s e-Portfolios. It would seem that these strategies can give instructors a chance to engage and motive their students (both individually and as part of a community of practice), to gain deeper insight into their students learning and assessment, to assist their students with the transition to professional employment and to become more involved with their students learning (DiBiase, 2002)
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