Implementing an ePortfolio to Foster Students' Ability for (Self-)Reflection: Lessons Learned and Issues Still to Be Addressed

Autor/inn/en	Dreisiebner, Gernot; Slepcevic-Zach, Peter
Titel	Implementing an ePortfolio to Foster Students' Ability for (Self-)Reflection: Lessons Learned and Issues Still to Be Addressed
Quelle	In: International Journal for Business Education, (2019) 159, S.20-35 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-2877
Schlagwörter	Portfolios (Background Materials); Electronic Publishing; Reflection; Graduate Students; Business Administration Education; Program Effectiveness; Self Efficacy; Student Motivation; Time Factors (Learning); Competence; Masters Programs; Feedback (Response); Coaching (Performance); Usability; Computer Software; Foreign Countries; Austria + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Kompetenz; Magister course; Magisterstudiengang; Ausland; Österreich
Abstract	The purpose of this paper is to review the role of software within an ePortfolio (ePF) initiative for students of a five-semester master's program for Business Education and Development. The didactical aim of the ePF initiative presented is to enhance students' ability for (self-)reflection. An accompanying study of the implementation process allows for evaluating the impact of the ePF initiative as well as for the evaluation of its implementation. At six points of time students fill in questionnaires regarding their self-perception of their own competences and their rating of the side conditions of the implementation, leading to 1,925 questionnaires up to September 2018. Results show a positive impact on students' self-perception of their own competences and the perceived importance of self-reflective learning. Regarding the ePF implementation, students generally value the ePF work, especially with regard to the support of their reflection process by an external coach. However, they criticize the time intensity of the reflection process, resulting in the need of a clear communication of the aims of portfolio work to uphold students' motivation. Although the software only represents a side condition in the ePF initiative discussed, students have specifically criticized the software provided -- leading to the conclusion that the software might act as hygiene factor on students' motivation to reflect. From these findings arises the need for further research, which is subject to an interview study among the participants of the ePF initiative being currently in preparation. (As Provided).
Anmerkungen	International Society for Business Education. Web site: https://www.ijbe.online/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01