ePortfolio Pedagogy: Stimulating a Shift in Mindset

Authors

DOI:

https://doi.org/10.18357/otessaj.2022.2.1.27

Keywords:

ePortfolio pedagogy, mindset, community, knowledge production, knowledge mobilization

Abstract

As digital pedagogy and instructional strategy, electronic portfolios (ePortfolios) help educators organize instruction, facilitate teaching, and enhance learning. When students develop their ePortfolio projects in online spaces, they build a community where they learn to overcome challenges with the technology and to embrace the pedagogy that promotes learning. Decades-old research shows that the ePortfolio development process enhances knowledge production, makes visible knowledge application, and capacitates knowledge mobilization. ePortfolio technology promotes interaction, fosters reflection, and encourages both analytical thinking and the questioning of assumptions related to learning online. As multipurpose tools (assessment, accountability, collaboration, curriculum), ePortfolios are part of a movement that aims to reimagine the way we teach and learn in internet spaces. ePortfolio pedagogy, undergirded by interaction and reflection, integrates authentic learning episodes in digital spaces and enables practitioners to engage in democratizing and mobilizing knowledge. ePortfolio pedagogy is inclusive, embraces equity, and encourages the sharing of stories, beliefs, and ideas that result in appreciation of self and others. As students engage in idea generation in terms of choice of platform, layout, content, and artefacts, they experience a shift in mindset that capacitates a can-do attitude toward learning potential and project completion in online spaces.

References

AASL (2007). Standards for the 21st-century learner. https://www.ala.org/aasl/standards

Alexander, B. (2020). Academia next: The futures of higher education. Johns Hopkins University Press.

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teacher presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-7. https://doi.org/10.24059/olj.v5i2.1875 DOI: https://doi.org/10.24059/olj.v5i2.1875

Barrett, H. C. (2004). Electronic portfolios as digital stories of deep learning: Emerging digital tools to support reflection in learner-centered portfolios. http://electronicportfolios.org/digistory/epstory.html

Bates, T. (2022a, February 5). Has online learning gone backwards because of the pandemic? Online Learning and Distance Education Resources. https://www.tonybates.ca/2022/02/05/has-online-learning-gone-backwards-because-of-the-pandemic/#:~:text=Some%20institutions%20and%20instructors%20are,backward%20with%20online%20learning%20due

Bates, T. (2022b, March 22). Define quality and online learning. Online Learning and Distance Education Resources. https://www.tonybates.ca/2022/03/24/defining-quality-and-online-learning/

Bates, T. (2018, December 26). 2018 review of online learning: Open pedagogy. Online Learning and Open Education Resources. Contact North. https://www.tonybates.ca/2018/12/26/2018-review-of-online-learning-open-pedagogy/

Bates, T. (1995). Technology: Open learning in distance education. Routledge.

Bateson, G. (1979). Mind and nature: A necessary unity. Fontana.

Bateson, G. (1972). Steps to an ecology of mind. Granada.

Batson, T. (2018). The eportfolio idea as guide star for higher education. AAEEBL ePortfolio Review, 2(2), 9-11. https://drive.google.com/file/d/0B5EyRIW5aG82dGtQTjJEcVk2R21JazZuRjFyb3BucVBMbUFZ/view

Batson, T. (2015a, February 2). Study shows steady growth in eportfolio use: What does that mean? https://drive.google.com/file/d/1ZVXXO2bmCoHXcM1ZYV20ejxiOw8kjJdC/view

Batson, T. (2015b, October 15). The significance of eportfolio in education. https://drive.google.com/file/d/1OTOgXcMZwL7J1lICUm9NF-X5xnCFrYsf/view

Batson, T. (2011). Situated learning: A theoretical frame to guide transformational change using electronic portfolio technology. International Journal of ePortfolio, 1(1), 107-114. http://theijep.com/pdf/IJEP34.pdf

Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social interaction through asynchronous video. The Internet of Higher Education, 15(3), 195-203. https://www.learntechlib.org/p/199218/ DOI: https://doi.org/10.1016/j.iheduc.2011.11.001

Bowker, S., & Slade, C. (2021). Increased student participation in feedback using ePortfolios: Shifting to a new paradigm. [eBook]. ePortfolios Australia, 12-19. In 2021 eBook of Shortened Peer Reviewed Papers. https://www.dropbox.com/s/hhhvh7yzrt6at8p/2021%20Eportfolio%20Forum%20Online%20-%20eBook%20of%20Shortened%20Peer%20Reviewed%20Papers%20191020.pdf?dl=0

Boyd, R. & Apps, J. (1980). Redefining the Discipline of Adult Education. Jossey-Bass.

Bryant, L. H., & Chittum, J. R. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2), 189-198. http://www.theijep.com/pdf/ijep108.pdf

Butler, P. (2006). A review of the literature on portfolios and electronic portfolios [Unpublished manuscript]. College of Education, Massey University

Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. Jossey-Bass.

Cambridge, D., Cambridge, B., & Yancey, K.B. (2009). Electronic portfolios 2.0: Emergent research on implementation and impact. Stylus Publishing.

Chang, C. (2001). Construction and evaluation of a web-based learning portfolio system: An electronic assessment tool. Innovations in Education and Teaching International, 38(2), 144-155. https://doi.org/10.1080/13558000010030194 DOI: https://doi.org/10.1080/13558000010030194

Cleveland-Innes, M. & Wilton, D. (2018). Guide to blended learning. Commonwealth of Learning. https://oer4nosp.col.org/id/eprint/35/1/Cleveland-Innes-Wilton_Guide-to-Blended-Learning.pdf DOI: https://doi.org/10.56059/11599/3095

D’Angelo, B. J. & Maid, B. M. (2013). ePorts: Making the passage from academics to workplace. In K.V. Wills & R. Rice (Eds.), ePortfolio performance support system: Constructing, presenting, and assessing portfolios. (pp. 77-87). https://doi.org/10.37514/PER-B.2013.0490.2.04 DOI: https://doi.org/10.37514/PER-B.2013.0490.2.04

Danielson, C., & Abrutyn, L. (1997). Introduction to using portfolios in the classroom. Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/197171/chapters/Introduction.aspx

De, R., Pandey, N., & Pal, A. (2020). Impact of digital surge during Covid-19 pandemic: A viewpoint on research and practice. International Journal of Information Management, 55. https://doi.org/10.1016/j.ijinfomgt.2020.102171 DOI: https://doi.org/10.1016/j.ijinfomgt.2020.102171

Dweck, C. S. (2016). Mindset: The new psychology of success. Ballantine Books.

Dweck, C. S. (2009). The AASL standards according to … : Who will the 21st-century learners be? Knowledge Quest, 38(2), 3-9. https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/bldnglvl/09_NovDec_Dweck.pdf

Eynon, B., & Gambino, L. M. (2017). High-impact eportfolio practice: A catalyst for student, faculty, and institutional learning. Stylus.

Eynon, B., Gambino, L. M., & Török, J. (2014). What difference can eportfolio make? A field report from the connect to learning project. International Journal of ePortfolio, 4(1), 95-114. https://www.theijep.com/pdf/IJEP127.pdf

Falk, E. B., O'Donnell, M. B., Cascio, C. N., Tinney, F., Kang, Y., Lieberman, M. D., Taylor, S. E., An, L., Resnicow, K., & Strecher, V. (2015). Self-affirmation alters the brain’s response to health messages and subsequent behavior change. Psychological and Cognitive Sciences, 112(7). https://doi.org/10.1073/pnas.1500247112 DOI: https://doi.org/10.1073/pnas.1500247112

Farrell, O., Buckley, K., Donaldson, L., & Farrelly, T. (2021). Eportfolio in Ireland: A landscape snapshot of current practice. Irish Journal of Technology Enhanced Learning, 6(1), 89-109. https://doi.org/10.22554/ijtel.v6i1.99 DOI: https://doi.org/10.22554/ijtel.v6i1.99

Farrell, O. (2020). From Portafoglio to Eportfolio: The Evolution of Portfolio in Higher Education. Journal of Interactive Media in Education, (1), p.19. DOI: http://doi.org/10.5334/jime.574 DOI: https://doi.org/10.5334/jime.574

Farrell, O. (2019, November 13). National survey of ePortfolio practice. ePortfolio Ireland: Connect, ignite, elevate – A professional learning network for ePortfolio practitioners and researchers. https://eportfolioireland.wordpress.com/

Feldstein, M., & Hill, P. (2016). Personalized learning: What it really is and why it really matters. Educause Review, 51(2), 25–35. https://er.educause.edu/-/media/files/articles/2016/3/erm1622.pdf

Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson.

Garrison, D. R. (2009). Communities of inquiry in online learning. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 352-355). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch052 DOI: https://doi.org/10.4018/978-1-60566-198-8.ch052

Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133- 148. https://doi.org/10.1207/s15389286ajde1903_2 DOI: https://doi.org/10.1207/s15389286ajde1903_2

Garrison, D. R., Cleveland-Innes, M., & Fung, T. (2004). Student role adjustments in communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning, 8(2), 61- 74. https://pdfs.semanticscholar.org/dfe9/575b33ffe8daa4bde66a511e148e94327da2.pdf

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1), 7-23. https://doi.org/10.1080/08923640109527071 DOI: https://doi.org/10.1080/08923640109527071

Hornor, T. (2021). The journey of designing and implementing an institution-wide e-Leadership portfolio. International Journal of ePortfolio, 11(2), 109-116. https://www.theijep.com/pdf/IJEP369.pdf

Houlden, S., & Veletsianos, G. (2020, March 13). COVID-19 pushes universities to switch to online classes – are they ready? The Conversation. https://theconversation.com/covid-19-pushes-universities-to-switch-to-online-classes-but-are-they-ready-132728

Hoven, D. (2020). Lifelong and life-wide learning: The transformative role of e-portfolios in online graduate education. In S. Brigham, R. McGray, & K. Jubas (Eds.), Adult education and lifelong learning in Canada: Critical legacy (pp. 210-221). Thompson Educational Publishing. https://research.ulapland.fi/en/publications/lifelong-and-life-wide-learning-the-transformative-role-of-e-port

Hoven, D. (2014). ePortfolios in post-secondary education: An alternate approach to assessment. UAE Journal of Educational Technology and eLearning, ePortfolio edition, December (5), 11–19. https://portfolio.elab.athabascau.ca/user/debra-hoven/debra-s-academic-e-portfolio

Hoven, D., Walsh, P., Al-Tawil, R., & Zuba Prokopetz, R. (2021). Exploring professional development needs and strategies for instructors/faculty facilitating eportfolios online. Irish Journal of Technology Enhanced Learning, 6(1), 154-176. https://journal.ilta.ie/index.php/telji/article/view/102 DOI: https://doi.org/10.22554/ijtel.v6i1.102

Huitt, W. G., & Cain, S. (2005). An overview of the conative domain. Educational Psychology Interactive. Valdosta State University. http://www.edpsycinteractive.org/brilstar/chapters/conative.pdf

Johnsen, H. L. (2012). Making learning visible with ePortfolios: Coupling the right pedagogy with the right technology. International Journal of ePortfolio, 2(2), 139-148 https://www.theijep.com/pdf/IJEP84.pdf

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities. http://provost.tufts.edu/celt/files/High-Impact-Ed-Practices1.pdf

Laurillard, D. (2020, June 10). Covid-19 and EdTech: A chance for HE to rethink quality of provision and equality of access. UCL IOE Blog https://blogs.ucl.ac.uk/ioe/2020/06/10/covid-19-and-edtech-a-chance-for-he-to-rethink-quality-of-provision-and-equality-of-access/

Lenzner, R. & Johnson, S.S. (1997, March 10). ‘Peter Drucker: Still the youngest of minds’, Forbes.

Lynch, D. R., Russell, J. S., Evans, J. C., & Sutterer, K. G. (2009). Beyond the cognitive: The affective domain, values, and the achievement of vision. Journal of Professional Issues in Engineering Education and Practice, 135(1), 47–56. https://doi.org/10.1061/(ASCE)1052-3928(2009)135:1(47) DOI: https://doi.org/10.1061/(ASCE)1052-3928(2009)135:1(47)

Marcoul-Burlison, I. (2006). ePortfolio: Constructing learning. In A. Jafari & C. Kaufman (Eds.), Handbook of research on eportfolio (pp. 168–179). Idea Group. https://www.igi-global.com/gateway/chapter/20311 DOI: https://doi.org/10.4018/978-1-59140-890-1.ch017

Martin, B., & Summer, T. D. (2020). New spaces of belonging: ePortfolios, community and digital placemaking. [eBook]. ePortfolios Australia, 12-17. In 2020 eBook of Shortened Peer Reviewed Papers. https://eportfoliosaustralia.files.wordpress.com/2020/10/2020-eportfolio-forum-online-ebook-of-shortened-peer-reviewed-papers-271020.pdf

Michael R.N., Howell S., Campbell C. (2019). The use of PebblePad ePortfolio as a tool for teaching first-year engineering design practice. In C. Allan C., C. Campbell C., & J. Crough (Eds.), Blended learning designs in STEM higher education: Putting learning first. (pp. 289-310). Springer. https://doi.org/10.1007/978-981-13-6982-7_16 DOI: https://doi.org/10.1007/978-981-13-6982-7_16

Mize, M., Tyson, L. N., Lietzenmayer, A., & Davis, K. (2021). If you look here: Increasing social presence in ePortfolios through multimodal feedback. AAEEBL ePortfolio Review, 3(1), 9-13. https://aaeebl.org/wp-content/uploads/2021/12/AEPR_Volume-5_Issue-1_Winter_2021.pdf

Moore, M. (2007). A theory of transactional distance. In M. Moore (Ed.). Handbook of distance education. (pp. 89-108). Erlbaum.

Moore, M. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7. https://doi.org/10.1080/08923648909526659 DOI: https://doi.org/10.1080/08923648909526659

National Council for Online Education. (2022, February 03). Remote instruction and online learning aren’t the same thing. Inside Higher Ed. https://www.insidehighered.com/views/2022/02/03/remote-instruction-and-online-learning-arent-same-thing-opinion

Nichols, M. (Host). (2020, May 28). HE in a post-Covid world: Bonus interview with Professor Tony Bates [Audio podcast episode]. In Leaders & Legends of Online Learning. https://onlinelearninglegends.com/podcast/he-in-a-post-covid-world-bonus-interview-with-professor-tony-bates/

Nichols, M. (Host). (2019, August 2). Professor Diana Laurillard (No. 023) [Audio podcast episode]. In Leaders & Legends of Online Learning. https://onlinelearninglegends.com/podcast/023-professor-diana-laurillard/

Ngubane-Mokiwa, S.A.; Khoza, S.B. (2021). Using Community of Inquiry (CoI) to facilitate the design of a holistic e-Learning experience for students with visual impairments. Education Sciences, 11(152), 1-12. https://doi.org/10.3390/educsci11040152 DOI: https://doi.org/10.3390/educsci11040152

Nguyen, C. F. (2013). The ePortfolio as a living portal: A medium for student learning, identity, and assessment. International Journal of ePortfolio, 5(1), 135-148. http://www.theijep.com/pdf/IJEP116.pdf

Oyarzun, B. A., Conklin, S. A., & Barreto, D. (2017). Instructor presence. In P. Wu, S. Frederickson, & C. Moore (Eds.), Handbook of Research on innovative pedagogies and technologies for online learning in higher education (pp. 106–126). IGI Global. https://www.academia.edu/30855138/Handbook_of_Research_on_Innovative_Pedagogies_and_Technologies_for_Online_Learning_in_Higher_Education?auto=download&email_work_card=download-paper DOI: https://doi.org/10.4018/978-1-5225-1851-8.ch006

Penny Light, T., Chen, H.L., & Ittelson, J.C. (2012). Documenting learning with ePortfolios: A guide for college instructors. Jossey Bass.

Ramsden, P. (1992). Learning to teach in higher education. Routledge.

Ravet, S. (2005). ePortfolio for a learning society [Paper presentation]. ELearning Conferences, Brussels. https://www.academia.edu/1073713/ePortfolio_for_a_learning_society

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Sage.

Scully, D., O’Leary, M. & Brown, M. (2018). The learning portfolio in higher education: A game of snakes and ladders. Dublin: Dublin City University, Centre for Assessment Research, Policy & Practice in Education (CARPE) and National Institute for Digital Learning (NIDL).

Sherman, G. (2006). Instructional roles of eportfolios. In A. Jafari & C. Kaufman (Eds.), Handbook of research on eportfolio (pp. 1–14). Idea Group. DOI: https://doi.org/10.4018/978-1-59140-890-1.ch001

Shirky, C. (n.d.). Ontology is overrated: Categories, links, and tags. Clay Shirky’s writing about the internet Blog. Economics & Culture, Media & Community.

Singer-Freeman, K. E., & Bastone, L. (2017). Changing their mindsets: ePortfolios encourage application of concepts to self. International Journal of ePortfolio, 7(2), 151-160. https://www.theijep.com/pdf/IJEP262.pdf

Slade, C., & Cicchino, A. (2021). A continuing consideration of digital ethics in ePortfolios: Expanding AAEEBL’s Digital Ethics Principles in ePortfolios resource. [eBook]. ePortfolios Australia, 2-6. In 2021 eBook of Shortened Peer Reviewed Papers. https://www.dropbox.com/s/hhhvh7yzrt6at8p/2021%20Eportfolio%20Forum%20Online%20-%20eBook%20of%20Shortened%20Peer%20Reviewed%20Papers%20191020.pdf?dl=0

Slade, C., Kelly, K., Mize, M. K., & Stuart, H. (2020). In-depth consideration of digical ethics in using ePortfolios: Resource development by AAEEBL Digital Ethics ePortfolio Task Force. [eBook]. ePortfolios Australia, 26-31. In 2020 eBook of Shortened Peer Reviewed Papers. https://eportfoliosaustralia.files.wordpress.com/2020/10/2020-eportfolio-forum-online-ebook-of-shortened-peer-reviewed-papers-271020.pdf

Staley, D. J. (2019). Alternative universities: Speculative design for innovation in higher education. Johns Hopkins University Press.

Stafford, V. (2022). Successful collaboration in online learning through skills and community building: A women in leadership MBA subject case study. Journal of Applied Learning & Teaching, 5(2). https://doi.org/10.37074/jalt.2022.5.2.ss4 DOI: https://doi.org/10.37074/jalt.2022.5.2.ss4

Stasewitsch, E., Barthauer, L., & Kauffeld, S. (2022). Knowledge transfer in a two-mode network between higher education teachers and their innovative teaching projects. Journal of Learning Analytics, 9(1), 93-110. https://doi.org/10.18608/jla.2022.7427 DOI: https://doi.org/10.18608/jla.2022.7427

Ternan, S. A. (2018). Exploring the process of eportfolio of graduate students in an online environment [Unpublished master’s thesis]. Athabasca University. https://dt.athabascau.ca/jspui/handle/10791/260

Veletsianos, G. (2021, June 28). How should we respond to the life-altering crises that education is facing? George Veletsianos, PhD Blog (p. 1). https://www.veletsianos.com/category/flexible-learning/

Vaeetsianos, G. (2020, October 1). Recent talks on returning back to “normal.” George Veletsianos, PhD Blog (p. 2). https://www.veletsianos.com/page/2/

Vaughan, N., Cool, R., MacIsaac, K., & Stogre, T. (2017). ePortfolios as over-arching high impact practice for degree programs. AAEEBL ePortfolio Review, 1(3), 36-45. https://drive.google.com/file/d/1KNhWMiyiNj_y9tqNduc3MGp24-ULFofc/view

Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press. https://www.aupress.ca/app/uploads/120229_99Z_Vaughan_et_al_2013-Teaching_in_Blended_Learning_Environments.pdf DOI: https://doi.org/10.15215/aupress/9781927356470.01

Wade, A., Abrami, P. C., & Sclater, J. (2005). An electronic portfolio to support learning. Canadian Journal of Learning and Technology, 31(3), 25-30. https://files.eric.ed.gov/fulltext/EJ1073692.pdf DOI: https://doi.org/10.21432/T2H30P

Watson, C. E., Kuh, G. D., Rhodes, T., Light, T. P., & Chen, H. L. (2016). Editorial: ePortfolios – The eleventh high impact practice. International Journal of ePortfolio, 6(2), 65-69. http://www.theijep.com/pdf/IJEP254.pdf

Watson, J. (2012). Soft teaching with silver bullets: Digital natives, learning styles, and the truth about best practices. Proceedings of the 4th Annual Conference on Higher Education Pedagogy, (pp.175-176). https://vtechworks.lib.vt.edu/bitstream/handle/10919/85324/2012ConferenceProceedings.pdf?sequence=1&isAllowed=y

Wavrock, D., Schellenberg, G., & Schimmele, C. (2022). Canadians’ use of internet and digital technologies before and during COVID-19 pandemic. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/36-28-0001/2022004/article/00004-eng.htm

Wedemeyer, C. (1981). Learning at the back door: Reflections on non-traditional learning in the lifespan. University of Wisconsin Press.

Weis, G. M., Benmayor, R., O’Leary, C., & Eynon, B. (2002). Digital technologies and pedagogies. Social Justice, 29(4), 153-167. https://eric.ed.gov/?id=EJ667330

Whithaus, C. (2013). ePortfolios as tools for facilitating and assessing knowledge transfer from lower division, general education courses to upper division, discipline-specific courses. In K.V. Wills & R. Rice (Eds.), ePortfolio performance support system: Constructing, presenting, and assessing portfolios. pp. 205-220. https://doi.org/10.37514/PER-B.2013.0490.2.12 DOI: https://doi.org/10.37514/PER-B.2013.0490.2.11

Whitney, I., Rowley, J., & Bennett, D. (2021). Developing student agency: ePortfolio reflections of future career among aspiring musicians. International Journal of ePortfolio, 11(1), 53-65. https://www.theijep.com/pdf/IJEP357.pdf

Winter R. (1988) Fictional-critical writing. In J. Nias & S. Groundwater-Smith (Eds.), The Enquiring Teacher (pp. 231–248). Falmer.

Yancey, K. B. (Ed) (2019). ePortfolio as curriculum: Making models and practices for developing students’ ePortfolio literacy. Stylus.

Zuba Prokopetz, R. (2022a). English as a second language. In L. Donaldson (Ed), Exploring the diversity of ePortfolio practice: An international sharing of practice, activities, & assessment. [eBook]. Eportfolio Ireland & Dublin City University. 56-59. https://read.bookcreator.com/czHiWg1mbURBt6XGEriXdgYJEr62/x2nB-ZEwQD6p3k782neWjg

Zuba Prokopetz, R., Patel, N., & Tran, C. (2022b). Innovative pedagogy in a time for change: Student & instructor perspectives of an ePortfolio. AAEEBL ePortfolio Review, 5(2), 20-28. https://aaeebl.org/wp-content/uploads/2022/07/AePR_SpringSummer_2022.pdf

Zuba Prokopetz, R. (2021a). Electronic portfolios: Research site in internet spaces. International journal of ePortfolio, 11(1), 25-52. http://www.theijep.com/pdf/IJEP354.pdf

Zuba Prokopetz, R. (2021b). Electronic portfolio: Enhancing blended learning experiences in a community of language learners, In A. Palalas & C. Lazou (Eds), Blended language learning: Evidence-based trends and applications. [eBook]. International Association for Blended Learning and Power Learning Solutions. https://blendedlanguagelearning.pressbooks.com/chapter/chapter-1/

Zuba Prokopetz, R. (2021c). Electronic portfolio: Reflective project in a community of language learners. Irish Journal of Technology Enhanced Learning, 6(1), 226-236. https://journal.ilta.ie/index.php/telji/article/view/68/108 DOI: https://doi.org/10.22554/ijtel.v6i1.68

Zuba Prokopetz, R. (2019a). Capstone electronic portfolios of master’s students: An online ethnography [Unpublished doctoral dissertation]. Athabasca University. http://hdl.handle.net/10791/300

Zuba Prokopetz, R. (2019b). Uniqueness of ePortfolios: Reflections of a Creator, Curator, and User. AAEEBL ePortfolio Review, 3(1), 17-23. https://aaeeblorg.files.wordpress.com/2019/06/aepr-v3n1.pdf

Downloads

Published

2022-12-25

How to Cite

Zuba Prokopetz, R. (2022). ePortfolio Pedagogy: Stimulating a Shift in Mindset. The Open/Technology in Education, Society, and Scholarship Association Journal, 2(1), 1–19. https://doi.org/10.18357/otessaj.2022.2.1.27

Issue

Section

Practice Articles