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Dissertations / Theses on the topic 'Eportfolio'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Carvalho, Renato Alexandre Pereira Pina. "ePortfolio : uma ferramenta de aferição formativa em contexto escolar." Master's thesis, Universidade de Aveiro, 2009. http://hdl.handle.net/10773/1424.

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Mestrado em Multimédia em Educação<br>Com este estudo pretendemos implementar uma nova metodologia no ensino da Língua Estrangeira no 1. º Ciclo do Ensino Básico, procurando a passagem do papel para o ecrã, entre a metodologia do Portefólio e a metodologia do ePortfolio. Ao mesmo tempo procuramos saber se o uso do ePortfolio é vantajoso para a educação e se pode ser considerado uma ferramenta de aferição. Esta experiência é feita em quinze escolas dispersas pela região, envolvendo um total de trezentos e quinze alunos. Com a ferramenta RePe, os docentes puderam, durante um ano lectivo, criar e

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Castaño, Sánchez Andrea Ximena. "The application of eportfolio in higher education: implications on students' learning." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/283262.

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Aquesta tesis estudia la relació entre els conceptes i teories sobre educació aplicats amb eportafolis, tant com les aplicacions pràctiques d'aquests a l'àmbit de l'educació superior. Els eportafolis representen la unió d'un concepte pedagògic a l'ensenyament amb les eines digitals que influeixen els processos d'ensenyament-aprenentatge, adaptables a forma presencia i en línia. Es planteja una revisió a fons sobre els conceptes que influeixen l'avaluació i els processos d'ensenyament-aprenentatge amb eportafolis; aquests estan basats en diversos factors estudiats sobre les preferències d'avalu

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Thomas, Jonathan M. "Eportfolio Adoption's Mediating Influence On Faculty Perspectives: An Activity Theory View." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5913.

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A case-comparative mixed methods approach was used to discover how faculty members’ teaching perspectives changed as they adopted an eportfolio tool (Pathbrite). Ten faculty members took the Teaching Perspectives Inventory (TPI) before and after using the tool during Fall semester 2015. Also, systems logs were collected and interviews were conducted after the post survey was completed. Interview data found that faculty members developed a broader view of the potential of eportfolios. Participants also appreciated the long-term benefits that eportfolios would have on their students. However, wh

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Khoo, Linda Mei Sui. "Using an eportfolio to enhance graduate attributes among engineering students in Malaysia." Thesis, Khoo, Linda Mei Sui (2012) Using an eportfolio to enhance graduate attributes among engineering students in Malaysia. PhD thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/12078/.

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The broad context for this study is that all Malaysian public and private universities must incorporate graduate attributes into their curriculum from August 2006. Graduate attributes have received increasing attention over recent years as universities incorporate these attributes into the curriculum. Graduates who have adequate technical knowledge only are not sufficiently equipped to compete effectively in the work place; they also need non-disciplinary skills, graduate attributes. Assessing student achievement of the attributes is therefore important and eportfolios have the potential to en

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Roberts, Pauline. "Investigating an ePortfolio-‐based learning environment for developing reflection with pre-‐service teachers." Thesis, Roberts, Pauline (2014) Investigating an ePortfolio-‐based learning environment for developing reflection with pre-‐service teachers. Professional Doctorate thesis, Murdoch University, 2014. https://researchrepository.murdoch.edu.au/id/eprint/22150/.

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The term reflection has been part of the vocabulary of pre-service teacher education for many decades. During this time, many strategies have been created and implemented to encourage the development of reflective abilities in future teachers. Recent literature has highlighted that many of these approaches are largely unsuccessful in developing reflection, or that reflection in such contexts is superficial. Concurrent with recent developments in methods to encourage and support reflection has been the improved affordances of technology and its increased use in higher education. These devel

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Emmett, David John. "Student engagement with an ePortfolio : a case study of pre-service education students." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/40957/1/David_Emmett_Thesis.pdf.

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The emergence of ePortfolios is relatively recent in the university sector as a way to engage students in their learning and assessment, and to produce records of their accomplishments. An ePortfolio is an online tool that students can utilise to record, catalogue, retrieve and present reflections and artefacts that support and demonstrate the development of graduate students’ capabilities and professional standards across university courses. The ePortfolio is therefore considered as both process and product. Although ePortfolios show promise as a useful tool and their uptake has grown, they a

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Demontmollin, Jacquelynn S. "A Case Study of Fine Arts Teachers' Perceptions of ePortfolio Evaluation as Professional Development." Thesis, Concordia University (Oregon), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426177.

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<p> This qualitative case study illustrated perceptions of seven fine arts teachers who were veteran participants in an ePortfolio evaluation method (with three or more years participation). The research questions centered on professional growth, reflection, and the impact ePortfolio had on the craft of teaching. A blended conceptual framework of Schön’s (1983, 1987) theory of reflection-in-action and reflection-on-action, and Mezirow’s (1991) transformative learning theory was applied to analyze the data. The researcher explored types of reflection fine arts teachers perceive

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Kamping, Tyanne. "Enhancing Reflection and Deep Learning through ePortfolios: Analysis of Eight Ottawa-area Personal Trainers' Perceptions on ePortfolios in a Kinesiology Setting." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30399.

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In this research project, the potential of integrating ePortfolios into the reflection and assessment component between a personal trainer and client was examined. Research demonstrates that more effective learning occurs when reflection and engagement are integral components. The problem that this thesis aimed to answer was the importance of enhancing student engagement, in the classroom and beyond. New technology applications like ePortfolios allow for great student reflection and deep learning but are not universally applied. As such, this study explored the potential of integrating an e p

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Ambrose, George Alex. "Advising ePortfolios to Improve First-Generation Student Engagement in Higher Education." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/77.

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This study considers how advising ePortfolios are uniquely situated to address a current challenge in the application of educational technologies: using the right tool for the right job for the right reason at the right time. The particular problem identified for investigation lies at the intersection of two central issues: first, in the age of accountability in higher education, academic advisors lack both a tool and a metric for assessing advising; second, the current ePortfolio field struggles to prove methodological validity with regard to design, development, delivery, and evaluation. The

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Gauthier, Philippe-Didier. "Stratégies et dynamiques identitaires dans les usages socioprofessionnels de l'ePortfolio lors des transitions professionnelles." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/10965.

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En ce début de XXIe siècle, les transformations du travail (fragmentation des contrats, flexibilisation, complexification des compétences attendues), l’explosion des savoirs et leur disponibilité, l’impact du numérique sur les relations sociales déstabilisent les individus, fragmentent leurs parcours professionnels, précarisent leur vie, insécurisent leur carrière, et provoquent des reconversions professionnelles subies. L’exigence de mobilité professionnelle s’installe sous la pression d’une injonction à l’employabilité. L’ePortfolio s’impose depuis les années 2000, mais les recherches sur

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Woodyard, Jacquelyn Claire. "Autonomy Supportive Instruction as it relates to Students' Motivational Beliefs on an ePortfolio Project: The Moderating Role of Culturally Based Learning Preferences." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73388.

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This study investigated students' perceptions of autonomy support from an instructor in relation to students' motivational beliefs on an ePortfolio project. The motivational beliefs of interest included: Effort/Importance, felt Pressure/Tension, and Value/Usefulness. These relationships were further examined with particular focus on the potential moderating role of students' culturally based learning preferences as outlined in Parrish and Linder-VanBerschot's (2010) Cultural Dimensions of Learning Framework (CDLF). This study was quasi-experimental, survey-based research supported by self-repo

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Lang, Ii Thomas Raymond. "An examination of the relationship between Elementary Education Teacher Candidates' authentic assessments and performance on the Professional Education Subtests on the Florida Teacher Certification Exam (FTCE)." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4119.

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Abstract According to Wilkerson and Lang (2003, p.1) with approximately "90% of schools, colleges, and departments of education using portfolios of one form or another as decision-making tools for standards-based decisions regarding certification or licensure (as well as NCATE accreditation), it is appropriate to explore the legal and psychometric aspects of this assessment device." This study was conducted to examine how well the authentic assessments created in the Chalk and Wire ePortfolio initiative, which was created to provide authentic assessments of the Accomplished Practices, relate t

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Klaffke, Henning, Barbara Knauf, and Sönke Knutzen. "Mobile Bildungsmedien für die berufliche Ausbildung lernerorientiert entwickeln." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-125689.

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Der vorliegende Beitrag beschäftigt sich mit der lernerorientierten Entwicklung von mobilen Bildungsmedien am Beispiel einer ePortfolio-Lösung und eines Kompetenzchecks für die duale Ausbildung. Nach dem Ansatz des Design Based Research (DBR) werden diese Bildungsmedien zur Verbesserung der Ausbildungsqualität in gewerblich-technischen Berufen in engem Dialog mit den zukünftigen Anwendern1, den Ausbildern, Auszubildenden, Lehrern und Meistern entwickelt und erprobt. Das Ziel der forschenden Entwicklung ist die Stärkung des lernenden Individuums im Prozess der Aneignung und Reflexion von Wissen

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Bukvova, Helena. "Supporting the Initiation of Research Collaborations." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-19646.

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This paper describes the background, objectives and methods of my doctoral research concerned with the support of the initiation of research collaboration with the help of information and communication technologies. The research is based on the assumption that providing more information about potential partners would lead to better-grounded decisions about collaboration. The purpose of this research is also to support and utilize Open Research. To address these aims, I suggest the design and creation of an ePortfolio that will aggregate information from the Internet, particularly Web 2.0 appli

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Tur, Ferrer Gemma. "Projecte de portafoli electrònic amb eines de la Web 2.0 als estudis de grau d'Educació Infantil de la Universitat de les Illes Balears a la seu d'Eivissa. Estudi de cas." Doctoral thesis, Universitat de les Illes Balears, 2013. http://hdl.handle.net/10803/111339.

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Aquesta tesis informa de la implementació d’un projecte de portafoli electrònic en els estudis de Grau d’Educació Infantil de la Universitat de las Illes Balears a la seu d’Eivissa. Durant els quatre cursos de la seva formació, l’alumnat documenta el seu procés d’aprenentatge usant eines de la Web 2.0 com blocs per la construcció del seu eportafoli i, una gran varietat d’altres eines per la construcció d’artefactes. La investigació sobre aquest projecte se centra en els dos primers cursos de la seva implementació experimental. La revisió de la literatura compren el tema de la Web 2.0 i els e

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Jan, Dominique-Alain. "Investigating ePortfolios from teacher training to the workplace." Thesis, Open University, 2018. http://oro.open.ac.uk/58490/.

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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

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Stephensen, Paul. "Designing ePortfolios for music postgraduate study : a practice-led inquiry." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/35751/1/Paul_Stephensen_Thesis.pdf.

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In this research I have examined how ePortfolios can be designed for Music postgraduate study through a practice led research enquiry. This process involved designing two Web 2.0 ePortfolio systems for a group of five post graduate music research students. The design process revolved around the application of an iterative methodology called Software Develop as Research (SoDaR) that seeks to simultaneously develop design and pedagogy. The approach to designing these ePortfolio systems applied four theoretical protocols to examine the use of digitised artefacts in ePortfolio systems to enable a

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Ambrose, G. Alex. "Advising ePortfolios to Improve First-Generation Student Engagement in Higher Education." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602555.

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<p>This study considers how advising ePortfolios are uniquely situated to address a current challenge in the application of educational technologies: using the right tool for the right job for the right reason at the right time. The particular problem identified for investigation lies at the intersection of two central issues: first, in the age of accountability in higher education, academic advisors lack both a tool and a metric for assessing advising; second, the current ePortfolio field struggles to prove methodological validity with regard to design, development, delivery, and evaluation.

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Cottrill, Brittany Barger. "Transitioning to E-Portfolios in a First-Year Writing Program." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1274816894.

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Hassall, Lesya M. "Multiple purposes of ePortfolios in higher education a case study of one department /." [Ames, Iowa : Iowa State University], 2007.

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Lee, David Solin. "The collaborative development of a national survey of eportfolios in US higher education." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467890751&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Schmidbauer, Andreas. "Showcase eportfolios for self-motivated skills and competence demonstrations in the workplace : a case study." Thesis, Leeds Beckett University, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.748761.

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Mungai, Paul. "Understanding the types of knowledge demonstrated by social work students while developing ePortfolios : case of UWC." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11133.

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This study seeks firstly to understand the types of ePortfolios that the learners are expected to develop as per the rubric, secondly to understand the various types of knowledge that learners demonstrate during the process of creating ePortfolios, thirdly to determine the ePortfolio activity systems of second year learners and fourthly to determine the effectiveness of the rubric in assessing the various types of knowledge demonstrated by the learners while creating their ePortfolio.

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Fiedler, Rebecca. "IN TRANSITION": AN ACTIVITY THEORETICAL ANALYSIS EXAMINING ELECTRONIC PORTFOLIO TOOLS' MEDIATION OF THE PRESERVICE TEACHER'S AU." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2282.

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Co-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems (Strudler & Wetzel, 2005b; Wetzel & Strudler, 2005b). There is a paucity of theory-driven, systematic, rigoro

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"ePortfolio Project: Open Source ePortfolio Release v2.0. Public version, A proposal to the Andrew W. Mellon foundation." 2004. http://hdl.handle.net/10150/105919.

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This is a grant proposal by the OSPI, a community of individuals and organizations dedicated to the creation of open source software for (learning) electonic portfolios. Formed in January 2003, the Open Source Portfolio Initiative (OSPI) is a collaborative, open-source, software development project based on the University of Minnesota Enterprise System's electronic portfolio software. The University of Minnesota (U of MN), University of Delaware, and the r-smart group, founded this collaborative to open the evolution of the U of MN ePortfolio to diverse input, rapid development, and wides

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Liang, Cheng-Liang, and 梁政良. "Design and implemention of an ePortfolio management system using Web2.0 services." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/w8pz2q.

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碩士<br>國立中山大學<br>資訊管理學系研究所<br>96<br>With the increasing popularity of the Internet and the broadband network, many users are using the Web 2.0 services such as blogs, Wiki and the applications called social software. Many teachers have also tried to apply social software for teaching and learning and thought Web 2.0 services could be used for documenting students’learning portfolios. On the other hand, many organizations have been conducting e-learning for years and accumulated a huge amount of historical data. One of the new trends in lifelong learning is to provide learners to be able to revi

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Robbins, Joy, and John M. S. Dermo. "Freeing the hoop jumpers: Eportfolio assessment to raise learner engagement on PgCert HE programmes." 2016. http://hdl.handle.net/10454/10204.

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Yes<br>The idea of professional development has gradually become an accepted and established part of teaching in higher education (Dearing, 1997; DfES, 2003; Browne, 2010). It is now the norm for new university teaching staff in the UK to complete a postgraduate certificate in Higher Education Practice, Learning and Teaching in HE, or Academic Practice as recommended or even mandatory initial professional development (Laycock & Shrives, 2009). While these certificate programmes are now well-established in the sector and are valued for raising the profile of university teaching and educational

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institutions, GENOVATE partner. "Report from Eportfolio: Successes and challenges in the implementation of Gender Equality Action Plans." 2016. http://hdl.handle.net/10454/13372.

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Yes<br>This Report from Eportfolio (D7.2) looks at GEAP implementation trends in general, while D6.2 focuses instead on the specifics of each partner's GEAP implementation experiences. The Report from Eportfolio presents the main advances and challenges regarding the 3 main areas of the GEAPs: gender equality in recruitment, progression and research support successes; working environment and culture change; and excellence in research and innovation through gender equality and diversity. It seeks to share lessons learned about GEAPs implementation.<br>FP7

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Beyene, Berhanu [Verfasser]. "A model for an ePortfolio-based reflective feedback : case study of eLearning in developing countries / vorgelegt von Berhanu Beyene." 2010. http://d-nb.info/1009662228/34.

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Tan, Tang-Chung, and 但唐忠. "Design and Implemention of an ePortfolio Management System The research of simple civil change and policy for New Taipei City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c234mr.

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碩士<br>國立中山大學<br>高階公共政策碩士班<br>106<br>New Taipei City Government to accelerate the promotion of the area as many as 620,000 housing age more than 30 years old house management are more reconstruction, to increase people''s living safety, quality of life and improve the fire disaster relief environment, it is easy to promote a simple civil change, The original complex procedures are more consideration, while providing the appropriate volume of incentives, and actively involved in the transformation of those who actively provide a simple way to rebuild. The study found that, since the st

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Gerrity, Scott. "Recognizing and navigating the relational landscapes of self in action: How higher Ed educators construe the value and purpose of the ePortfolio process." Thesis, 2019. http://hdl.handle.net/1828/11082.

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Instructors in higher education are being asked to introduce electronic portfolios (ePs) into their teaching without prior knowledge or experience on how to do it effectively. They struggle with conceptualizing how the eP process connects pedagogy, assessment and student engagement within their courses and programs. Research has shown that instructors need to experience the eP process first hand, within meaningful and situated contexts that enable professional learning. This study explores how instructors make meaning of the eP process in relation to their own professional learning, and subseq

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Gomes, Pedro André Teixeira. "Integração de componentes sociais em ePortfolios: aplicação ao eGuided." Master's thesis, 2012. http://hdl.handle.net/10400.13/518.

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A aprendizagem e consolidação do conhecimento fora da sala de aulas é uma tarefa cada vez mais importante e necessária no dia-a-dia, úteis para aprofundar conhecimentos, desenvolver capacidades complementares ou obter melhores resultados. Neste sentido, a adoção de ferramentas que integrem diversas abordagens como o eLearning, ePAL e ePortfolio, revelam ser uma mais-valia para auxiliar nesta tarefa. Foi com base na integração destes conceitos e abordagens que surgiu a plataforma eGuided, passando a disponibilizar um conjunto de ferramentas específicas para promover e incentivar a aprendizagem

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Gouveia, Cláudia Regina Fonseca. "O e-portefólio como instrumento de avaliação e aprendizagem no contexto de cursos online : a perspectiva dos estudantes." Master's thesis, 2011. http://hdl.handle.net/10400.2/1997.

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Dissertação de Mestrado em Pedagogia do E-Learning apresentada à Universidade Aberta<br>Pretende-se, com esta dissertação, analisar a percepção de estudantes de cursos online, face à utilização da ferramenta e-portefólio, como instrumento de aprendizagem e avaliação, no seio de uma dada Unidade Curricular. Para a compreensão desta questão, realizou-se um estudo, no qual foram consideradas três comunidades de aprendizagem, no âmbito de dois diferentes cursos de 2º Ciclo da Universidade Aberta, a funcionarem integralmente em regime online. O trabalho adoptou o formato de estudo de caso, seguind

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Liu, Huiling, and 劉惠玲. "The Study of Self-regulated Learning in ePortfolios for Pre-service Teachers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/38046932370339122322.

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碩士<br>東海大學<br>教育研究所<br>100<br>This study aimed to the ePortfolios that promote pre-service teachers’ self-regulated learning in order to know their goal-setting, engagement, and self-reflection in teacher education. Focus group interviews with Tunghai university pre-service teachers were used, as were their portfolio reports on their experiences of working on a portfolio. According to the focus group interviews, semi-unstructured interview with six pre-service teachers were used in addition, and then the documents with pre-service teachers’ ePortfolios were collected. The result of study sh

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Moffat, Sonja. "Student attitudes towards and perceptions of ePortfolios in a first year Japanese language programme." 2008. http://hdl.handle.net/10292/925.

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Research into learner autonomy has confirmed the importance of learner competencies such as effective strategy use, goal setting and planning, maintaining motivation, and the ability to reflect and self-evaluate to the development of autonomy. The introduction of key competency frameworks to develop learner autonomy has been a focus of recent curriculum development from primary through to tertiary levels in the New Zealand education system. However, facilitating and managing the development of these learning competencies in a programme of study that has a number of different papers and staff,

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