Abstract
There has been a move toward personalized learning and alternative types of authentic assessment in K-12 education. This shift has been partly driven by increases in the available technology that can support those types of changes. This qualitative study aimed at understanding the experience of learners in a first-year physics class working with an ePortfolio as the primary method of assessment for that class. This research took place in a school that fully implemented a 1:1 program and has been piloting personalized learning strategies for the past five years, and the use of ePortfolios in some physics classes was one of those initiatives. Data consisted of student written responses to reflective prompts in ePortfolios and individual semi-structured interviews of seventeen students. Results suggest that student experiences with ePortfolios include aspects of the development of academic self-efficacy and self-regulation along with a self-reported reduction in academic stress.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Appling, A. J., Dippre, E. G., Hembree, K. M., Kooi, K. P., Carson, S., & Avery, S. (2015). General education and ePortfolios: Syllabi and the role of faculty. International Journal of ePortfolio, 5(1), 55–62. http://www.theijep.com/pdf/IJEP159.pdf
Ayres, L., & Paris, S. (1994). Becoming reflective students and teachers with portfolios and authentic assessment. American Psychological Association.
Bandura, A. (1986a). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1986b). Fearful expectations and avoidant actions as coeffects of perceived self-inefficacy. American Psychologist, 41(12), 1389–1391. https://doi.org/10.1037//0003-066X.41.12.1389
Bandura, A. (1997). Self-efficacy: The exercise of control. WH Freeman and Company.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents, 5(1), 307–337. Information Age Publishing.
Bartolomé, A., Castañeda, L., & Adell, J. (2018). Personalisation in educational technology: The absence of underlying pedagogies. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0095-0
Baumeister, R. F., & Heatherton, T. F. (1996). Self-regulation failure: An overview. Psychological Inquiry, 7(1), 1–15. https://www.jstor.org/stable/1449145
Bong, M. (2006). Asking the right question: How confident are you that you could successfully complete these tasks? In Pajares & Urdan (Eds.), Self-efficacy beliefs of adolescents. Information Age Publishing.
Bong, M., & Skaalvik, E. (2003). Academic self-concept and academic self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. https://doi.org/10.1016/j.lindif.2009.05.004
Chang, C., Liang, C., Chou, P., & Liao, Y. (2018). Using ePortfolio for learning goal setting to facilitate self-regulated learning of high school students. Behaviour & Information Technology, 37(12), 1237–1251. https://doi.org/10.1080/0144929x.2018.149625
Cheng, G., & Chau, J. (2009). Digital video for fostering self-reflection in an e-portfolio environment. Learning, Media and Technology, 34(4), 337–350. https://doi.org/10.1080/17439880903338614
College Board. (n.d.). AP Physics 1: Algebra-Based Course - AP Central. https://apcentral.collegeboard.org/courses/ap-physics-1
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
Davis, G., & Compas, B. (1986). Cognitive appraisal of major and daily stressful events during adolescence: A multidimensional scaling analysis. Journal of Youth and Adolescents, 15, 377–388. https://doi.org/10.10007/BF02143520
Dockterman, D. (2018). Insights from 200 years of personalized learning. Npj Science of Learning, 3, 15–15. https://doi.org/10.1038/s41539-018-0033-x
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi-org.libproxy.boisestate.edu/10.1080/00461520.2011.538645
Enynon, B., & Gambino, L. (2017). High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning. Stylus Publishing.
Friend, B., Patrick, S., Schneider, C., & Vander Ark, T. (2017). What's possible with personalized learning. An overview of personalized learning for schools, families & communities. iNACOL. https://eric.ed.gov/?id=ED590502
Grant, P., & Basye, D. (2014). Personalized learning: A guide for engaging students with technology. International Society for Technology in Education.
Greene, B. (2018). Self-Efficacy and future goals in education. Routledge.
Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2007). Defining authentic assessment: Five dimensions of authenticity. In A. Havnes & L. McDowell (Eds.), Balancing dilemmas in assessment and learning in contemporary education (pp. 83–96). Routledge. http://library.wur.nl/WebQuery/wurpubs/362341
Jensen, J., & Treuer, P. (2014). Defining the e-portfolio: What it is and why it matters. Change: The magazine of higher learning, 46(2), 50–57. https://doi.org/10.1080/00091383.2014.897192
Jones, R., & Hattie, J. (1991). Academic stress amongst adolescents: An examination by ethnicity, grade, and sex. https://files.eric.ed.gov/fulltext/ED336668.pdf
Keefe, J., & Jenkins, J. (2002). Personalized instruction. The Phi Delta Kappan, 83(6), 440–448. http://www.jstor.org/stable/20440165
Lewis, L. (2017). ePortfolio as pedagogy: Threshold concepts for curriculum design. E-Learning and Digital Media, 14(1–2), 72–85. https://doi.org/10.1177/2042753017694497
Love, D., McKean, G., & Gathercoal, P. (2004). Portfolios to webfolios and beyond: Levels of maturation. Educause Quarterly, 27(2), 24–38. https://er.educause.edu/articles/2004/1/portfolios-to-webfolios-and-beyond-levels-of-maturation
Mabry, L. (1999). Portfolios plus: A critical guide to alternative assessment. Corwin Press, Inc.
Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Association for Supervision and Curriculum Development.
Marzano, R. J. (2011). Formative assessment & standards-based grading. Marzano Research Laboratory.
Marzano, R., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Association for Supervision and Curriculum Development.
McMillan, J. H. (2008). Assessment essentials for standards-based education. Corwin Press.
Merriam, S. (2009). Qualitative research: A guide to design and implementation. Wiley, ProQuest Ebook Central. https://ebookcentral.proquest.com/lib/boisestate/detail.action?docID=1662771
Merriam, S., & Tisdell, E. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons, Incorporated, ProQuest Ebook Central. https://ebookcentral.proquest.com/lib/boisestate/detail.action?docID=2089475
Miles, M., Huberman, A., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Miller, J. (2013). A better grading system: Standards-based, student-centered assessment. The English Journal, 103(1), 111–118. http://www.jstor.org/stable/24484069
National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. The National Academies Press.
Nichol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Nihan, A. (2017). Investigating the relationship between educational stress and emotional self-efficacy. Universal Journal of Educational Research, 5(1), 1736–1740. https://doi.org/10.13189/4jer2017.051010
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543
Pajares, F. (2006). Self-efficacy during childhood and adolescents: Implications for teachers and parents. In F. Pajares,& T. Urdan (Eds.). Self-efficacy beliefs of adolescents, 5(1), 339–367. Information Age Publishing.
Pascoe, M., Hetrick, S., & Parker, A. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Rate, N. (2008). Assessment for learning & eportfolios: What are the formative benefits of eportfolios? Ministry of Education. https://core-ed.org/assets/Uploads/UploadsVince-Ham-eFellowships/nick-eportfolios.pdf
Renwick, M. (2017). Digital portfolios in the classroom: Showcasing and assessing student work. Association for Supervision and Curriculum Development.
Rhodes, T., Chen, H. L., Watson, C. E., & Garrison, W. (2014). A call for more rigorous eportfolio research. International Journal of ePortfolio, 4(1), 1–5. http://www.theijep.com/pdf/ijep144.pdf
Rickabaugh, J. (2016). Tapping the power of personalized learning: A roadmap for school leaders. ASCD.
Rossi, P., Magnoler, P., & Giannadrea, L. (2008). From an ePortfolio model to ePortfolio practice: Some guidelines. Campus-Wide Information Systems, 25(4), 219–232. https://doi.org/10.1108/10650740810900667
Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.
Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 75–99). Lawrence Erlbaum Associates, Inc.
Schunk, D., & Ertmer, P. (2000). Handbook of self-regulation. In Self-regulation and academic learning-chapter 19: self-efficacy enhancing interventions (pp. 631–649). Elsevier. https://doi.org/10.1016/B978-012109890-2/50048-2
Scully, D., O’Leary, M., & Brown, M. (2018). The learning portfolio in higher education: A game of snakes and ladders. Dublin City University, Centre for Assessment Research, Policy & Practice in Education (CARPE) and National Institute for Digital Learning (NIDL). https://www.dcu.ie/carpe/news/2018/Feb/Learning-Portfolio-Higher-Education-Report-Launch.shtml
Siu, F. K. P. (2013). The incorporation of eportfolios into EFL courses: Barriers encountered in the diffusion of technology. Journal of Interactive Learning Research, 24(2), 211–231. https://eric.ed.gov/?id=ED547674
Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291–307. https://doi.org/10.1080/14623943.2018.1437399
Stefani, L., & Mason, R. (2007). The educational potential of eportfolios: Supporting personal development and reflective learning. New York, NY: Routledge. https://doi.org/10.4324/9780203961292
Theodosiadou, D., & Konstantinidis, A. (2015). Introducing e-portfolio use to primary school pupils: Response, benefits, and challenges. Journal of Information Technology: Innovation in Practice, 14, 17–38. http://www.jite.org/documents/Vol14/JITEv14IIPp017-038Theodosiadou0669.pdf
United States Department of Education, National Center for Education Statistics. (2016). Digest of Education Statistics, 2015 (NCES 2016-014), Chapter 2. https://nces.ed.gov/programs/digest/d15/tables/dt15_218.10.asp
United States Department of Education. Office of Educational Technology. (2017). Reimagining the role of technology in education: 2017 national technology plan update. United States Government Printing Office. from; http://tech.ed.gov
Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation. American Educational Research Journal., 46(1), 275–314. https://doi.org/10.3102/0002831208324517
Williams, A. (2013). ePortfolios: Helping students take control of their learning. Instructional Technology Education Specialist Research Papers. https://digitalcommons.georgiasouthern.edu/edu-papers/9
Yancey, K. B. (2001). Introduction: Digitized student portfolios. In B. Cambridge (Ed.), Electronic portfolios: Emerging practices in student, faculty, and institutional learning (pp. 15–30). American Association for Higher Education.
Yastibas, A. E., & Yastibas, G. C. (2015). The use of e-portfolio-based assessment to develop students’ self-regulated learning in English language teaching. Procedia – Social and Behavioral Sciences, 176, 3–13. https://doi.org/10.1016/j.sbspro.2015.01.437
Zajacova, A., Lynch, S., & Espenshade, T. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46, 677–706. https://doi.org/10.1007/s11162-004-4139-z
Zimmerman, B. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2
Zimmerman, B. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B., Banduara, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29(3), 663–676. https://doi.org/10.2307/1163261
Zimmerman, B., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. American Psychological Society.
Acknowledgements
This research is adapted from the first author’s doctoral dissertation, and is edited for the purposes of this publication. The first author wishes to thank all the participants that made this study possible.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Research Involving Human Participants
All procedures involving human participants for this study was approved by the Institutional Review Board at Boise State University (101-SB20-008).
Informed Consent
Informed consent was obtained from all individual participants included in the study.
Conflicts of Interest
The authors have no conflicts of interest to declare relevant to the content of this article.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Carroll, D., Uribe-Flórez, L.J., Ching, YH. et al. Understanding Learners’ Experiences of Using ePortfolio in a High School Physics Course. TechTrends 67, 977–989 (2023). https://doi.org/10.1007/s11528-023-00908-z
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11528-023-00908-z