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Page 1: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

Using reflective e-portfolios to promote student learning

in the transition to higher education

Serena BuftonEster Ehiyazaryan

Sheffield Hallam University, UK

Page 2: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

The Context

• A first-year assessed skills and support module on a large, social science degree.

• Assessed personal/academic development planning introduced in 2001.

• Evidence of lack of engagement and general dislocation and alienation amongst students.

Page 3: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

How may e-portfolios help?

E-portfolio use may encourage:

• greater ownership of learning; • integrative learning;• more reflective, ’intentional’

learning;• pedagogic innovation.

Page 4: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

Research Project

• ‘PebblePad’ e-portfolio tool introduced for first-year students in January 2007.

• Assessed PDP work carried out using the tool.

• Analysis of 30 PDPs.• Four focus-group meetings, three

with students and one with tutors.

Page 5: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

Dimensions of Intentional Learning

• Taking responsibility• Taking stock• Taking Action

Page 6: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

Taking Responsibility: Challenges Identified by

Students

• Looser external direction and time-management.

• A less personalised learning context.• Unfamiliar academic conventions.• Loss of motivation.

Page 7: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

How can e-portfolio help?

• Facilitates frequent and speedy on-going support and feedback.

• Provides an additional channel of communication and a forum for sharing and collaborative work.

• Becomes a focus for the integration of learning across modules and levels.

• Encourages ownership of learning.

Page 8: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

Taking Stock: Challenges Identified by Students

• Lack of understanding of feedback provided by tutors:– ‘referencing’– ‘analysis’– ‘creativity’

• Little experience of assessing own academic strengths and weaknesses.

Page 9: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

How can e-portfolio help?

• Provides a window on students’ thought processes and a space for exploring feedback.

• Structures the process of self assessment and links it to an evidential base.

• Encourages students to make links between their feedback and reflections in different modules.

Page 10: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

Taking Action: Challenges Identified by Students

• Feedback not viewed as:– ‘actionable’– a basis for on-going dialogue

• Students distracted by more mundane (but pressing) challenges such as time management.

• Students are uncertain about how to evaluate the actions they take.

Page 11: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

How can e-portfolio help?

• Provides an additional vehicle for on-going, contextually-based dialogue with other students and tutors.

• The iterative cycle of work, feedback and reflection and the linking of past, present and future learning encourage a more holistic approach to learning.

Page 12: Using reflective e-portfolios to promote student learning in the transition to higher education Serena Bufton Ester Ehiyazaryan Sheffield Hallam University,

Further research

• We are tracking these students in their second and third years to see what use they make of their e-portfolios.

• Our central question is whether, and how, e-portfolio use helps students to reflect upon and improve their learning.

• An additional interest is the pedagogic potential of e-portfolios more generally.