A learning-oriented framework for e-portfolio development in distance education
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | A learning-oriented framework for e-portfolio development in distance education ’n Leergeoriënteerde raamwerk vir e-portefeulje-ontwikkeling in afstandonderwys | |
| Creator | van Staden, Christina J. | |
| Description | George Kuh’s (2008) list of 10 high-impact practices, supported by the American Association for Colleges and Universities (AACU), was amended early 2016 to include eportfolios. It is important, since it was the first amendment of the list. In this paper, the author reported on the usefulness of a learning-oriented framework for facilitating e-portfolio development in tertiary distance education. The framework integrates the three principles of a learning-oriented approach to assessment, namely that assessment tasks should be learning-oriented, that the student should be actively involved in self and peer assessment, and that quick, frequent feedback should be given to promote current and future learning. The learning tasks were designed to simultaneously provide opportunities to demonstrate the key competencies that ought to be developed during higher education. A variety of technologies were integrated to promote informal, accidental, selfdirected, selfregulated, cooperative, networked, experiential and transformative learning and the development of a community of practice. An investigation into one of the eportfolios, developed within this framework, shows that the student demonstrated achievement towards learning outcomes, while the level of development of key competencies could simultaneously be demonstrated and traced. After being exposed to a demanding, challenging, and frequently solo journey, the student states that the degree is valuable since she was not required to ‘merely regurgitate[d] the text book in parrot fashion in the exam’, she had to demonstrate the ‘ability to do something practical’. Based on this statement, eportfolios can be regarded as a high-impact educational practice. George Kuh (2008) se lys van tien hoë-impakonderwyspraktyke, wat deur die American Association for Colleges and Universities (AACU) onderskryf word, is vroeg 2016 aangepas om e-portefeuljes in te sluit. Hierdie toevoeging is belangrik omdat die lys vir die eerste keer aangepas is. In hierdie artikel word verslag gelewer oor die bruikbaarheid van ’n leergeoriënteerde raamwerk vir die fasilitering van e-portefeulje-ontwikkeling in afstandonderwys. Die raamwerk is in die drie beginsels van ’n leergeoriënteerde benadering tot assessering gefundeer, naamlik dat assesseringstake leergeoriënteerd moet wees, dat studente aktief by eie en eweknie-evaluering betrokke moet wees en dat vinnige, gereelde terugvoer huidige en toekomstige leer moet bevorder. Die leertake is ontwerp om geleenthede te bied om terselfdertyd die kern- en ontwikkelingsvaardighede te demonstreer, wat tans tydens tersiêre onderwys ingeoefen moet word. ’n Verskeidenheid vorms van tegnologie is ingespan om informele, toevallige, selfgerigte, selfregulerende, koöperatiewe, genetwerkte, ervarings- en transformerende leer te ondersteun en die ontwikkeling van ’n praktykgemeenskap te bevorder. ’n Ondersoek na ’n e-portefeulje, wat binne hierdie raamwerk ontwikkel is, toon dat die raamwerk dit moontlik gemaak het om prestasie met betrekking tot gestelde leeruitkomste te demonstreer, terwyl die vlak van kern- en ontwikkelingsvaardighede terselfdertyd gedemonstreer en nagespeur kon word. Na afloop van ’n veeleisende, uitdagende en dikwels soloreis verklaar die student dat die graad waardevol is omdat sy nie ’n voorgeskrewe boek soos ’n parakiet moes herhaal nie, maar haar vermoë om iets in die praktyk toe te pas moes demonstreer. Gebaseer op die verklaring, kan e-portefeuljes as ’n hoë- impak-praktyk beskou word. | |
| Publisher | AOSIS | |
| Date | 2016-11-25 | |
| Identifier | 10.4102/satnt.v35i1.1392 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 35, No 1 (2016); 12 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 35, No 1 (2016); 12 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1392/3217
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1392/3216
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1392/3218
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1392/3213
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