Impact of e-portfolios on learning
A UK report investigating the impact that e-portfolios can have on learners in schools, further education, higher education and work-based learning. Case studies of eight e-portfolio projects were created. Findings relating to the impact of e-portfolio systems on learning outcomes and processes and commencing and sustaining e-portfolio development were drawn from cross case analysis.
Publisher: Becta (the UK government agency leading the national drive to ensure the effective and innovative use of technology throughout learning)
Date: 2007
Includes a summary research report, written for policy-makers at the institution, local and national level, and a full research report, written for the academic community.
Becta commissioned researchers from the Learning Science Research Institute, University of Nottingham, to investigate the impact that e-portfolios can have on learners in schools, further education, higher education and work-based learning.
Case studies of eight e-portfolio projects were created from document analysis and interviews and surveys of learners and teachers. Findings relating to the impact of e-portfolio systems on learning outcomes and processes and commencing and sustaining e-portfolio development were drawn from cross case analysis.
Key findings include:
- e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes. There is then likely to be substantial impact on both learning processes and learning outcomes.
- e-portfolio processes support both pastoral or social needs and curriculum outcomes
- e-portfolio processes and tools for organisation and communication support the learning outcomes of students with a wide range of abilities
- e-portfolios make progress and attainment more obvious to both teachers and students, because viewing and revisiting the repository of work reveals development, achievements, strengths and weaknesses
- Some learners in all age ranges find that software that includes structured processes and organisational tools scaffolds their learning until they are confident enough to progress to working independently
- Although some institutions are working together across phases to use e-portfolios to support transition, teachers and learners rarely consider the nature of a ‘lifelong’ e-portfolio repository and how this might be managed