The Use of E-Portfolio for Outside Classroom Learning
- 642 Downloads
This chapter presents a case study on the use of e-portfolio for learning in an outside classroom experience in a university in Hong Kong. It involved two students who were members of an intergenerational learning community where they engaged problems and issues, and work collaboratively to bring about changes and improvements to the community. Together with the coordinator of this community and with the use of Weebly, the students built an e-portfolio which provided a platform for documentation, reflection and collaboration. Interviews with the participants highlighted the contribution of the e-portfolio to students’ learning and the development of communication, teamwork and creativity skills. The portfolio’s framework and context were regarded as facilitative for meta-cognitive reflection and affective learning while the use of a free and user-friendly platform not only was well appreciated but made the process more efficient.
KeywordsE-portfolio Learning community Outside classroom learning Reflection Affective learning Weebly Higher education Hong Kong
- Abrami, P. C., Barret, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology, 31(3). http://www.cjlt.ca/index.php/cjlt/article/viewArticle/92/86. Accessed March 17, 2016.
- Bhattacharya, M., & Harnett, H. (2007). E-portfolio assessment in higher education. In Proceeding of the 37th ASEE/TEEE Frontiers in Education (pp. 19–24). Wilwauke. http://www.ied.edu.hk/obl/files/e-portfolio%20assessment%20in%20higher%20ed.pdf. Accessed December 20, 2015.
- Centre for Holistic Teaching and Learning. (2015). HKBU Graduates. Attributes. Hong Kong Baptist University. http://chtl.hkbu.edu.hk/main/hkbu-ga/. Accessed January 12, 2016.
- Hofstede, G. (2011). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations. Thousands Oaks: Sage Publication.Google Scholar
- Hong Kong Baptist University. (2014). Vision 2020 http://vision2020.hkbu.edu.hk/index.html. Accessed March 17, 2016.
- Sivan, A., & Tam, V. (2015). Building learning community through a transdisciplinary multi-layered approach. Paper presented at the Lilly International Spring Conference. Bethesda, MD: College and University Teaching and Learning, 28–31 May 2015. Google Scholar
- Sivan, A., Tam, V. C., Tam, E. S., Ho, M., Kwan, Y. W., Louie, L., et al. (2016). Building learning community through a transdisciplinary multi-layered approach. Learning Communities Journal, 8(1), 71–97.Google Scholar
- Terheggen, S. L., Prabhu, R. P., Lubinescu, E. S. (2000). From product to process: Enhancing through the use of student electronic portfolio. US Department of Education, Educational Resources information center (ERIC) HE 33685. http://files.eric.ed.gov/fulltext/ED448674.pdf. Accessed December 12, 2015.
- Yancey, K. B. (2009). Electronic portfolios a decade into the twenty first century: What we know, what we need to know. Peer Review, 11(1), 28–32.Google Scholar
- Yin, R. K. (2003). Case study research: Designs and Methods. Thousand Oaks: Sage.Google Scholar
- Zubizarreta, J. (2004). The learning portfolio: Reflective practice for improving student learning. Bolton: Ank.Google Scholar
- Zubizarreta, J. (2008). The learning portfolio: A powerful idea for significant learning. IDEA Paper 44: 1–7. The IDEA Center Manhattan, Kansas. http://ideaedu.org/wp-content/uploads/2014/11/IDEA_Paper_44.pdf. Accessed January 12, 2016.