Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry

The benefits of using e-Portfolio tools to enhance the student learning experience have been widely reported. These benefits include opportunities for reflection, flexibility, connectivity and integrated learning. In recognition of these potential benefits to students, the University of Worcester ad...

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Autor principal:	Elizabeth Symonds
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2010
Materias:	e-Portfolio evaluation learning technology staff and student views Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/9ad68b9522074b7894049f092e2cf99c
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spelling	oai:doaj.org-article:9ad68b9522074b7894049f092e2cf99c2021-11-29T14:04:44ZEvaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry10.47408/jldhe.v0i0.1041759-667Xhttps://doaj.org/article/9ad68b9522074b7894049f092e2cf99c2010-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/104https://doaj.org/toc/1759-667XThe benefits of using e-Portfolio tools to enhance the student learning experience have been widely reported. These benefits include opportunities for reflection, flexibility, connectivity and integrated learning. In recognition of these potential benefits to students, the University of Worcester adopted an institution-wide e-Portfolio system which is available to all staff and students at the university. In order to maximise the potential of this system, a study was carried out to elicit staff and student views as to what the benefits of using an e-Portfolio were. It is all too easy to focus on the negative aspects when struggling to implement a new initiative, particularly involving technology. With this in mind a conscious effort was made in the evaluation to value and learn from the positive experience of users. Feedback was sought from early adopters of the system in an Appreciative Inquiry framework in order to ascertain the benefits of using such a system, to both staff and students, and to inform future practice and recommendations. Findings of the inquiry indicated that there are three significant factors which can influence effective practice with e-Portfolios: tutor engagement, support and embeddedness. Whilst both staff and student users found the use of e-Portfolio beneficial for the teaching and learning process, the issues that were raised by each group were subtly different. This paper will discuss how staff and students perceive the benefits of using an e-Portfolio and the factors that can influence engagement. It will also consider the implications of using an Appreciative Inquiry approach in institutional research.Elizabeth SymondsAssociation for Learning Development in Higher Education (ALDinHE)articlee-Portfolioevaluationlearning technologystaff and student viewsTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-Portfolio evaluation learning technology staff and student views Theory and practice of education LB5-3640
spellingShingle	e-Portfolio evaluation learning technology staff and student views Theory and practice of education LB5-3640 Elizabeth Symonds Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry
description	The benefits of using e-Portfolio tools to enhance the student learning experience have been widely reported. These benefits include opportunities for reflection, flexibility, connectivity and integrated learning. In recognition of these potential benefits to students, the University of Worcester adopted an institution-wide e-Portfolio system which is available to all staff and students at the university. In order to maximise the potential of this system, a study was carried out to elicit staff and student views as to what the benefits of using an e-Portfolio were. It is all too easy to focus on the negative aspects when struggling to implement a new initiative, particularly involving technology. With this in mind a conscious effort was made in the evaluation to value and learn from the positive experience of users. Feedback was sought from early adopters of the system in an Appreciative Inquiry framework in order to ascertain the benefits of using such a system, to both staff and students, and to inform future practice and recommendations. Findings of the inquiry indicated that there are three significant factors which can influence effective practice with e-Portfolios: tutor engagement, support and embeddedness. Whilst both staff and student users found the use of e-Portfolio beneficial for the teaching and learning process, the issues that were raised by each group were subtly different. This paper will discuss how staff and students perceive the benefits of using an e-Portfolio and the factors that can influence engagement. It will also consider the implications of using an Appreciative Inquiry approach in institutional research.
format	article
author	Elizabeth Symonds
author_facet	Elizabeth Symonds
author_sort	Elizabeth Symonds
title	Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry
title_short	Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry
title_full	Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry
title_fullStr	Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry
title_full_unstemmed	Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry
title_sort	evaluating an e-portfolio implementation with early adopters using appreciative inquiry
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2010
url	https://doaj.org/article/9ad68b9522074b7894049f092e2cf99c
work_keys_str_mv	AT elizabethsymonds evaluatinganeportfolioimplementationwithearlyadoptersusingappreciativeinquiry
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Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry

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