E-Portfolios in Higher Education Settings: A Literature Review
Stefanie Panke, University of North Carolina at Chapel Hill, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Questions on how to (best) implement e-portfolios and what instructional outcomes to expect are discussed on many university campuses. While it is often proclaimed that e-portfolios have great potential to engage students and promote deep learning, implementing e-portfolios is a complex process. What should administrators, students, faculty and instructors expect when implementing e-portfolios in their program or course? Instructional orchestration, pedagogical goals, infrastructures, curricular integration, procedures for portfolio development, as well as feedback and assessment processes differ across institutions, programs and courses. Through a systematic review of peer-reviewed literature, the article offers a tour d’horizon of e-portfolios in the higher education landscape over the past decade. The analysis focuses specifically on empirical reports of portfolio goals, implementation and outcomes in courses or programs and can inform practitioners and researchers alike.
Panke, S. (2014). E-Portfolios in Higher Education Settings: A Literature Review. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1530-1539). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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Christine Sabieh, Notre Dame University, Lebanon; Raphaelle Maria Akhras, American University of Beirut, Lebanon
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 141–151
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