Leveraging ePortfolios to drive personalized learning in Advanced Level programs and enhance students' ownership and application of their knowledge to real-world scenarios.
In recent years, the educational landscape has witnessed a significant shift towards personalized learning, a pedagogical approach that tailors educational experiences to meet the unique needs, strengths, and interests of individual students (Tsai, 2018). This increasing emphasis on personalized learning is seen to cater to the diverse needs, preferences, and aspirations of students. This transformation has been largely driven by advancements in technology, which have enabled more flexible, student-centered learning environments (Cook-Sather, 2020). Among the various tools and methodologies employed to facilitate personalized learning, ePortfolios have emerged as a powerful instrument in advanced level programs. ePortfolios, which are digital collections of students’ work, allow for the documentation and reflection of learning experiences, thereby fostering deeper engagement and ownership of knowledge (Miller & Morgaine, 2009).
Personalized learning is not a novel concept; its roots can be traced back to educational theories that advocate for learner-centered approaches. Historical development of personalized learning includes contributions from educational theorists such as John Dewey, who emphasized the importance of experience and reflection in the learning process (Means, Toyama, Murphy, & Baki, 2013). Modern interpretations of personalized learning involve the integration of technology to create adaptive learning environments that respond to the needs of individual learners (Pane, Steiner, Baird, & Hamilton, 2015). Despite its benefits, the implementation of personalized learning poses several challenges, including the need for substantial resources, teacher training, and effective integration of technological tools.
ePortfolios serve as an effective tool in personalized learning by providing a platform for students to compile, reflect on, and showcase their learning journeys. Research indicates that ePortfolios enhance student engagement and knowledge retention by encouraging active participation and self-assessment (Buyarski & Landis, 2014). Furthermore, ePortfolios facilitate a connection between academic learning and real-world application, which is crucial in advanced level programs. This connection is achieved through the integration of project-based learning and reflective practices that enable students to see the relevance of their education in real-world contexts (Lorenzo & Ittelson, 2005).
The use of ePortfolios in education has been widely studied, with numerous researchers highlighting their benefits in terms of student motivation, engagement, and ownership of learning (Wang, 2009). For instance, Reardon, Lumsden, and Meyer (2005) found that ePortfolios encourage students to take a more active role in their education, leading to greater engagement and improved learning outcomes. Additionally, Barrett (2005) noted that ePortfolios help students connect their academic learning to practical, real-world applications, fostering deeper understanding and practical skills. This literature review aims to explore the role of ePortfolios in enhancing personalized learning, particularly in advanced level educational settings, and how they contribute to students’ ability to apply their knowledge to real-world scenarios. It will also explore existing research on ePortfolios, focusing on their impact on student engagement, ownership, and the application of knowledge to real-world scenarios. Through a comprehensive analysis of these elements, this review aims to underscore the significance of ePortfolios in driving personalized learning in advanced level programs and their potential to enhance students’ educational experiences and outcomes.
Major Themes and Trends
The literature on ePortfolios and personalized learning can be broadly categorized into Impact of ePortfolios on Personalized Learning, Student Engagement and Ownership, Application of Knowledge in Real-World Scenarios, Comparisons with Traditional Learning Methods, Challenges and Benefits of ePortfolio Implementation, and Integration of Educational Technology. Each theme will be explored in detail to understand how ePortfolios contribute to enhanced learning outcomes.
Impact of ePortfolios on Personalized Learning
ePortfolios are digital collections of student work that showcase learning progress and achievements. They are increasingly recognized for their role in supporting personalized learning, where students take ownership of their educational journey. This section delves into the various ways ePortfolios influence personalized learning, focusing on their effectiveness in advanced educational programs.
Personalized Learning Approaches
Personalized learning is an educational approach that tailors learning experiences to meet individual student needs, preferences, and interests. Research highlights the effectiveness of ePortfolios in fostering personalized learning. According to Yancey (2019), ePortfolios allow for diverse learning experiences tailored to individual student needs, promoting deeper engagement with the content. This personalization is crucial in advanced programs where students benefit from learning paths that align with their interests and career goals. Yancey’s study demonstrates that ePortfolios provide a flexible platform for students to document their learning journeys, enabling educators to design curricula that support varied learning styles and objectives. Moreover, ePortfolios facilitate the integration of interdisciplinary learning, allowing students to make connections across different subject areas. This approach not only enhances the depth of knowledge but also helps students develop a more holistic understanding of their fields of study. The ability to personalize learning through ePortfolios ensures that students remain motivated and invested in their educational pursuits, ultimately leading to improved academic outcomes.
Self-Directed Learning
Self-directed learning is a key component of personalized education, where students take initiative and responsibility for their learning process. A study by Barrett (2018) indicates that ePortfolios support self-directed learning by providing a platform for students to set goals, reflect on their learning, and track their progress. This process enhances their ability to take control of their educational experiences, making learning more meaningful and relevant. Barrett’s research highlights that ePortfolios encourage students to engage in self-assessment and critical reflection, which are essential skills for lifelong learning. By setting personal learning objectives and regularly reviewing their progress, students can identify areas for improvement and adjust their learning strategies accordingly. This proactive approach not only fosters independence but also prepares students for the self-regulation required in professional and academic environments.
Furthermore, ePortfolios offer a structured yet flexible framework for students to document their learning achievements. This documentation serves as a valuable resource for both students and educators, providing insights into individual learning trajectories and enabling targeted support. The emphasis on self-directed learning through ePortfolios empowers students to take ownership of their education, leading to greater engagement and academic success.
Reflective Practice
Reflective practice is an integral aspect of learning that involves critical thinking and self-examination. Eynon et al. (2017) emphasize the role of ePortfolios in promoting reflective practice. By engaging in regular reflection, students can make connections between their coursework and real-world applications, leading to a more profound understanding of the material. Eynon and colleagues argue that ePortfolios serve as a reflective tool that helps students articulate their learning experiences and insights. This reflective process enables students to recognize their growth and development over time, fostering a deeper sense of accomplishment and confidence. Additionally, reflective practice encourages students to critically evaluate their work, leading to continuous improvement and higher-quality outcomes.
The incorporation of reflective activities within ePortfolios also supports the development of critical thinking skills. As students analyze their learning experiences and reflect on their successes and challenges, they develop a more nuanced understanding of the subject matter. This critical engagement with the content enhances their ability to apply theoretical concepts to practical scenarios, bridging the gap between academic knowledge and real-world applications. ePortfolios significantly impact personalized learning by facilitating personalized learning approaches, supporting self-directed learning, and promoting reflective practice. These elements contribute to a more engaging and effective learning experience, particularly in advanced level programs where students benefit from tailored educational pathways that prepare them for future academic and professional endeavors.
Student Engagement and Ownership
Student engagement and ownership of learning are critical components of successful educational outcomes. ePortfolios have been shown to enhance these aspects by providing students with a platform to showcase their learning journey. This section explores how ePortfolios contribute to increased student engagement and ownership of their educational experiences.
Enhanced Engagement
Student engagement refers to the level of interest, curiosity, and involvement that students show towards their learning activities. Research by Cambridge (2020) demonstrates that ePortfolios increase student engagement by making learning more interactive and participatory. When students use ePortfolios, they are more likely to invest time and effort in their studies as they can see tangible evidence of their progress. This visibility of their achievements motivates them to continue improving and deepening their understanding. Cambridge’s study highlights that ePortfolios transform passive learning into active engagement. By providing a digital space for students to document their learning processes, ePortfolios encourage students to reflect on their experiences, set personal goals, and actively participate in their educational journey. The interactive nature of ePortfolios, which often includes multimedia elements such as videos, images, and links to external resources, makes learning more dynamic and engaging. This interactivity not only captures students’ attention but also helps them connect with the material in meaningful ways and fosters collaborative learning environment. Students can share their portfolios with peers and educators, receive feedback, and engage in discussions about their work. This collaborative aspect further enhances engagement as students become part of a learning community where their contributions are valued and recognized.
Ownership and Accountability
Ownership and accountability in learning refer to the extent to which students feel responsible for their educational outcomes and take control of their learning processes. Yancey (2019) discusses how ePortfolios encourage students to take ownership of their learning by allowing them to curate their educational content. This ownership fosters a sense of responsibility and accountability, motivating students to engage more deeply with their studies. Yancey’s research indicates that when students use ePortfolios, they are given the autonomy to select and showcase their best work, reflect on their learning experiences, and set future goals. This process of curating their own educational content empowers students to take charge of their learning journey. They become more invested in their education as they see themselves as active participants rather than passive recipients of information.
The accountability aspect of ePortfolios is also significant. By documenting their learning progress and reflecting on their achievements and challenges, students develop a greater sense of accountability. They are more likely to take responsibility for their learning outcomes, strive for continuous improvement, and seek out additional resources or support when needed. Additionally, ePortfolios provide a platform for ongoing assessment and feedback. Educators can review students’ portfolios, provide constructive feedback, and track their progress over time. This continuous feedback loop helps students understand their strengths and areas for improvement, further enhancing their sense of ownership and accountability. Concisely, ePortfolios play a crucial role in enhancing student engagement and ownership of learning.
Application of Knowledge in Real-World Scenarios
One of the primary benefits of ePortfolios is their ability to bridge the gap between theoretical knowledge and practical application. This theme explores how ePortfolios facilitate the application of knowledge in real-world contexts, enhancing students’ educational experiences and preparing them for professional challenges.
Authentic Learning Experiences
Authentic learning experiences involve engaging students in real-world tasks that are meaningful and relevant to their lives and future careers. Research by Lorenzo and Ittelson (2018) highlights that ePortfolios promote authentic learning experiences by enabling students to apply their knowledge to real-world problems. This approach not only enhances their understanding but also prepares them for professional challenges. Lorenzo and Ittelson’s study show that ePortfolios serve as a platform where students can document and reflect on their experiences in tackling real-world issues. By working on authentic projects, students can connect theoretical concepts to practical applications, thereby deepening their comprehension and retention of the material. This experiential learning process encourages students to engage actively with their studies, as they see the direct impact of their learning on real-world scenarios. Moreover, ePortfolios provide a space for students to showcase their problem-solving processes and outcomes. This documentation not only helps in reinforcing their learning but also allows educators to assess students’ ability to apply knowledge in practical settings. The emphasis on authentic learning experiences through ePortfolios ensures that students are better prepared to meet the demands of their future professional roles.
Problem-Based Learning
Problem-based learning (PBL) is an instructional method that uses complex and challenging problems as the starting point for learning. Driessen et al. (2017) indicate that ePortfolios support problem-based learning by encouraging students to engage with complex, real-world issues. This type of learning fosters critical thinking and problem-solving skills, which are essential for success in advanced programs. Driessen and colleagues’ research suggests that ePortfolios facilitate PBL by providing a structured environment for students to explore and address real-world problems. Through PBL activities documented in their ePortfolios, students develop the ability to analyze situations, identify key issues, and devise effective solutions. This iterative process of inquiry and problem-solving enhances their critical thinking abilities and prepares them for the complexities of professional practice. ePortfolios allow students to reflect on their problem-solving strategies and outcomes, gaining insights into their strengths and areas for improvement. This reflective practice is crucial for developing adaptive expertise, where students learn to apply their knowledge flexibly and creatively in diverse contexts. By supporting PBL, ePortfolios help students build the skills necessary to navigate and excel in their chosen fields.
Career Readiness
Career readiness refers to the preparation of students to successfully transition from academic settings to the workforce. According to Cambridge (2020), ePortfolios enhance career readiness by providing students with a portfolio of work that demonstrates their skills and competencies. This portfolio can be used to showcase their abilities to potential employers, making them more competitive in the job market. Cambridge’s research highlights that ePortfolios serve as a comprehensive record of students’ learning achievements and professional development. By compiling and presenting their best work, students can effectively communicate their capabilities to employers, illustrating their readiness for professional roles. This documentation includes a range of artifacts such as projects, presentations, research papers, and reflective essays, providing a holistic view of their skills and knowledge. Furthermore, ePortfolios enable students to articulate their learning experiences and career goals, helping them develop a professional identity. This process of self-presentation and goal setting is vital for career planning and advancement. Employers can assess the ePortfolios to understand the candidates’ competencies, problem-solving abilities, and readiness to contribute to their organizations.
To sum up, ePortfolios play a significant role in facilitating the application of knowledge in real-world scenarios. By promoting authentic learning experiences, supporting problem-based learning, and enhancing career readiness, ePortfolios bridge the gap between theoretical knowledge and practical application. These benefits are particularly valuable in advanced level programs, where students must be equipped with the skills and competencies to succeed in their professional careers.
Comparisons with Traditional Learning Methods
This theme examines the differences between ePortfolio-based learning and traditional learning methods, focusing on their respective strengths and weaknesses. The shift from traditional to digital learning platforms like ePortfolios highlights significant changes in how students engage with content, receive feedback, and access their educational materials.
Active vs. Passive Learning
One of the fundamental differences between ePortfolio-based learning and traditional learning methods is the level of student engagement. Eynon et al. (2017) argue that ePortfolios promote active learning by involving students in the process of creating and reflecting on their work. Active learning requires students to engage with the material actively, think critically, and apply what they have learned to new situations. This engagement fosters a deeper understanding of the content and enhances critical thinking skills. In contrast, traditional learning methods often involve passive learning, where students are recipients of information without active engagement. Lectures, for instance, are a common traditional method where students passively listen to the instructor without much interaction. This passive approach can limit students’ ability to retain information and apply it effectively. The active participation encouraged by ePortfolios helps bridge this gap, making learning more dynamic and interactive. Furthermore, the interactive nature of ePortfolios allows students to incorporate various multimedia elements such as videos, images, and links, which can make the learning experience more engaging and memorable. This contrasts sharply with traditional methods that rely heavily on text-based materials and lectures, which may not cater to all learning styles.
Assessment and Feedback
Assessment and feedback are critical components of the learning process. Research by Barrett (2018) suggests that ePortfolios provide more meaningful assessment and feedback compared to traditional exams. ePortfolios allow for ongoing assessment and personalized feedback, which helps students improve their work over time. Traditional assessments, such as standardized tests and exams, often provide a one-time evaluation of student performance. These assessments may not fully capture the breadth of a student’s abilities or learning progress. In contrast, ePortfolios offer a continuous assessment method where students can receive feedback at various stages of their learning journey. This ongoing feedback loop allows for timely interventions and supports students in refining their skills and knowledge. Additionally, ePortfolios facilitate a more holistic assessment of student performance by allowing educators to evaluate a range of artifacts, including projects, reflections, and multimedia presentations. This comprehensive approach provides a fuller picture of a student’s capabilities and achievements, beyond what traditional exams can measure.
Flexibility and Accessibility
Flexibility and accessibility are significant advantages of ePortfolios over traditional learning methods. Lorenzo and Ittelson (2018) note that ePortfolios offer greater flexibility and accessibility than traditional learning methods. Students can access their portfolios from anywhere, at any time, making it easier to integrate learning into their daily lives. Traditional learning methods often require students to be physically present in a classroom or lecture hall, which can limit their ability to learn at their own pace and convenience. ePortfolios, on the other hand, provide a digital platform that students can access remotely, allowing them to work on their assignments and reflect on their learning at any time. This flexibility is particularly beneficial for students with busy schedules or those who need to balance their studies with other commitments.
Furthermore, ePortfolios support diverse learning environments by accommodating different types of learning activities and materials. Whether it’s a research paper, a video presentation, or a reflective essay, ePortfolios provide a versatile platform for students to showcase their work. This adaptability makes ePortfolios a valuable tool for personalized learning, as they can cater to the unique needs and preferences of each student. ePortfolios offer several advantages over traditional learning methods, including promoting active learning, providing meaningful assessment and feedback, and offering greater flexibility and accessibility. These benefits make ePortfolios an effective tool for enhancing student engagement, ownership, and the application of knowledge in real-world contexts. As educational institutions continue to embrace digital learning platforms, the use of ePortfolios is likely to become increasingly prevalent, providing students with a more dynamic and personalized learning experience.
Technological Challenges
Implementing ePortfolios in educational institutions requires adequate technological infrastructure and support. Gibson and Barrett (2018) highlight that one of the main challenges of implementing ePortfolios is the need for sufficient technological resources. Without proper infrastructure, both students and educators may struggle to use ePortfolios effectively. This includes having reliable internet access, appropriate software, and hardware, and technical support for troubleshooting issues. Technological challenges can hinder the smooth adoption of ePortfolios, leading to frustration among users. For instance, if students experience frequent technical difficulties, they may become disengaged and less likely to utilize the ePortfolio to its full potential. Similarly, educators may find it challenging to integrate ePortfolios into their teaching practices if they lack the necessary technical skills or support. To overcome these challenges, institutions must invest in robust technological infrastructure and provide ongoing technical support. This ensures that all users can access and use ePortfolios efficiently, thereby enhancing the overall learning experience.
Training and Support
Adequate training and support are crucial for the successful adoption of ePortfolios. Driessen et al. (2017) emphasize the importance of providing comprehensive training for both students and educators. Proper training helps users overcome technical challenges and maximizes the benefits of ePortfolios. Training programs should cover the technical aspects of using ePortfolios, such as how to create, organize, and maintain digital portfolios. Additionally, training should include pedagogical strategies for integrating ePortfolios into the curriculum effectively. Educators need to understand how to design assignments and assessments that leverage the strengths of ePortfolios, while students need guidance on how to reflect on their learning and showcase their achievements. Support systems, such as help desks, online tutorials, and peer support networks, are also essential. These resources provide ongoing assistance to users, helping them navigate any challenges that arise and ensuring they can make the most of the ePortfolio platform.
Cost and Accessibility
While ePortfolios can be cost-effective in the long run, initial implementation costs can be a barrier for some institutions. Research by Lorenzo and Ittelson (2018) suggests that setting up the necessary technological infrastructure and training programs can require significant financial investment. These costs include purchasing software licenses, upgrading hardware, and providing professional development for educators. Ensuring accessibility for all students is another critical consideration. Institutions must address potential barriers to access, such as providing devices for students who do not have their own or ensuring that the ePortfolio platform is compatible with assistive technologies for students with disabilities. Accessibility is essential to ensure that all students can benefit from the advantages of ePortfolios, regardless of their background or circumstances.
Despite these challenges, the long-term benefits of ePortfolios can outweigh the initial costs. ePortfolios can enhance student engagement, support personalized learning, and provide a platform for continuous assessment and feedback. By carefully planning and investing in the necessary resources, institutions can overcome the barriers to ePortfolio implementation and realize these benefits. Although the implementation of ePortfolios in educational settings presents both challenges and benefits. Technological challenges, the need for adequate training and support, and initial costs and accessibility issues are significant hurdles that institutions must address. However, the potential advantages of ePortfolios, including enhanced student engagement, personalized learning, and continuous assessment, make them a valuable tool in modern education. With careful planning and investment, institutions can successfully implement ePortfolios and transform the learning experience for their students.
Integration of Educational Technology
The integration of technology in education provides a broader context in which ePortfolios operate. This theme explores how ePortfolios fit into the larger trend of educational technology integration and their role in enhancing learning outcomes and supporting future educational trends.
Digital Learning Platforms
Digital learning platforms are transforming the educational landscape by offering personalized and flexible learning experiences. According to Cambridge (2020), ePortfolios are part of this larger movement towards digital learning platforms that facilitate personalized and flexible learning. These platforms provide students with access to a wide range of resources and tools to support their education. Cambridge’s research emphasizes that digital learning platforms, including ePortfolios, allow for a more student-centered approach to education. Students can customize their learning experiences, access educational content at their own pace, and use various digital tools to enhance their understanding of the material. This flexibility is particularly beneficial for students in advanced level programs, where individualized learning paths can help them achieve their academic and career goals. Moreover, digital learning platforms foster collaboration and communication among students and educators. ePortfolios enable students to share their work with peers and receive feedback, creating a collaborative learning environment that supports continuous improvement and knowledge sharing.
Enhancing Learning Outcomes
Educational technology, including ePortfolios, has a significant impact on enhancing learning outcomes by making education more engaging and interactive. Yancey (2019) discusses how the integration of technology in education leads to better educational outcomes by providing a more personalized learning experience. Yancey’s study highlights that educational technology enables interactive learning activities that capture students’ attention and motivate them to engage more deeply with the content. ePortfolios encourage students to take an active role in their learning by documenting their progress, reflecting on their experiences, and setting personal goals. This active engagement leads to a deeper understanding of the material and improved retention of knowledge. Additionally, the use of ePortfolios allows for ongoing assessment and feedback, which is crucial for enhancing learning outcomes. Continuous feedback helps students identify areas for improvement and make necessary adjustments to their learning strategies. This iterative process of assessment and improvement fosters a growth mindset and supports students in achieving their academic potential.
Future Trends
The future of education will increasingly involve the integration of technology, including ePortfolios. Research by Barrett (2018) suggests that as educational institutions continue to adopt digital tools, ePortfolios will play a crucial role in supporting personalized and active learning. Barrett’s research indicates that the trend towards digitalization in education is likely to continue, with ePortfolios becoming an integral part of the learning ecosystem. ePortfolios offer a versatile platform that can be adapted to various educational contexts, from K-12 to higher education and professional development. Their ability to support personalized learning, document student progress, and facilitate reflective practice makes them a valuable tool for future educational initiatives.
Furthermore, the integration of ePortfolios with other digital learning technologies, such as learning management systems (LMS) and artificial intelligence (AI) tools, will enhance their functionality and impact. For instance, AI-powered analytics can provide insights into students’ learning patterns and suggest personalized learning pathways, further enhancing the effectiveness of ePortfolios.
Summary
The literature on ePortfolios and personalized learning provides valuable insights into how these tools can enhance student engagement, ownership, and the application of knowledge. ePortfolios offer a flexible and interactive platform for students to showcase their learning, reflect on their progress, and apply their knowledge to real-world problems. However, the successful implementation of ePortfolios requires adequate technological infrastructure, training, and support. This literature review provides a comprehensive analysis of the current research on ePortfolios and personalized learning, highlighting their potential to transform traditional educational practices and enhance student engagement and ownership. It sets the stage for the proposed action research, which aims to investigate the impact of ePortfolios on student learning experiences at Valdymas College.
Strengths:
- The primary strength of ePortfolios is their ability to support personalized learning and active engagement. They enable students to take control of their learning by documenting their progress, reflecting on their experiences, and setting personal goals.
- ePortfolios also provide meaningful assessment and feedback, which can improve learning outcomes. Continuous assessment and personalized feedback help students identify areas for improvement and make necessary adjustments to their learning strategies.
Weaknesses:
- The main challenges associated with ePortfolios include technological barriers, the need for training, and initial implementation costs. Implementing ePortfolios requires robust technological infrastructure and ongoing technical support, which can be resource-intensive.
- Ensuring accessibility for all students is also a significant concern. Institutions must address potential barriers to access, such as providing devices for students who do not have their own or ensuring that the ePortfolio platform is compatible with assistive technologies for students with disabilities.
Gaps and Future Focus:
- The main challenges associated with ePortfolios include technological barriers, the need for training, and initial implementation costs. Implementing ePortfolios requires robust technological infrastructure and ongoing technical support, which can be resource-intensive.
- Ensuring accessibility for all students is also a significant concern. Institutions must address potential barriers to access, such as providing devices for students who do not have their own or ensuring that the ePortfolio platform is compatible with assistive technologies for students with disabilities.
Conclusion
ePortfolios have the potential to transform traditional educational practices by enhancing personalized learning, student engagement, and the application of knowledge. However, their successful implementation requires addressing technological, training, and accessibility challenges. Further research is needed to explore their long-term impact and integration with other digital tools to create a comprehensive learning ecosystem.
References
- Barrett, H. (2018). ePortfolios for learning: Creating your authentic learning experience. Bloomington: Indiana University Press.
- Buyarski, C. A., & Landis, C. M. (2014). Using an ePortfolio to assess the outcomes of a first-year seminar: Student narrative and authentic assessment. International Journal of ePortfolio, 4(1), 49-60.
- Cambridge, D. (2020). ePortfolios and global learning: Fostering creativity, collaboration, and change. San Francisco: Jossey-Bass.
- Cook-Sather, A. (2020). Learning from the students’ perspective: A sourcebook for effective teaching. Stylus Publishing, LLC.
- Driessen, E., van Tartwijk, J., Overeem, K., Vermunt, J. D., & van der Vleuten C. P. M. (2017). Conditions for successful reflective use of portfolios in undergraduate medical education. Medical Education, 41(3), 290-298.
- Eynon, B., Gambino, L. M., & Török, J. (2017). High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning. Sterling, VA: Stylus Publishing.
- Gibson, D., & Barrett, H. (2018). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). COVA: Choice, Ownership, and Voice through Authentic learning opportunities. Lamar University.
- Lorenzo, G., & Ittelson, J. (2018). An overview of ePortfolios. EDUCAUSE Learning Initiative, 1-28.
- Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.
- Miller, R., & Morgaine, W. (2009). The benefits of ePortfolios for students and faculty in their own words. Peer Review, 11(1), 8-12.
- Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. RAND Corporation.
- Reardon, R. C., Lumsden, J. A., & Meyer, K. E. (2005). Developing an e-portfolio program: Providing a comprehensive tool for student development, reflection, and integration. International Journal of ePortfolio, 5(1), 27-38.
- Tosh, D., Light, T. P., Fleming, K., & Haywood, J. (2005). Engagement with electronic portfolios: Challenges from the student perspective. Canadian Journal of Learning and Technology, 31(3).
- Tsai, C. C. (2018). Digital portfolios for student learning and self-assessment. Journal of Educational Technology Development and Exchange (JETDE), 11(1), 19-29.
- Wang, S. (2009). ePortfolios for lifelong learning and assessment. Assessment Update, 21(3), 10-12.
- Yancey, K. B. (2019). Electronic portfolios 2.0: Emergent research on implementation and impact. Sterling, VA: Stylus Publishing.
The Five Dimensions of Continuous Quality Improvement
Summarized By Dr.Joshua Kolawole
(MD, MBA, MASc., FISQua, CPHQ, PMP)
Agile Program Manager & Transformational Leadership Expert, Valdymas Intelligence LLC, Grand Prairie, Texas, USA.
valdymas@valdymasintelligence.org