Abstract

Although distance educators are adopting electronic portfolios (eportfolios) for purposes of assessment and collaboration, some researchers question their utility in these venues. In a setting where feelings of isolation and attrition are high, this study examined how eportfolios affect cognitive load and student perceptions of support. The study also examined whether embedded tutorials, examples and descriptions coupled with peer reviews reduced faculty coaching needs. Findings indicate that eportfolio tools had minimal effects on cognitive load although some formatting and sharing aspects frustrated students. Additionally, while participants asked the instructor for assignment clarification and feedback, they supported one another through peer reviews and discussion posts.

Citation

Shepherd, C.E. & Bolliger, D.U. (2011). The effects of electronic portfolio tools on online students' perceived support and cognitive load. Internet and Higher Education, 14(3), 142-149. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/53715/.

Keywords

• assessment
• cognitive load
• Cognitive Processes
• Difficulty Level
• distance education
• electronic learning
• electronic portfolio
• Feedback (Response)
• Graduate student
• Graduate students
• online course
• Peer Evaluation
• Portfolio Assessment
• Portfolios (Background Materials)
• student attitudes
• student evaluation
• Web Based Instruction