Abstract
This essay has two objectives, the introduction of a six part indicator system suitable for the evaluation of the efficiency of the educational application of the ePortfolio and the description of a research program utilizing the said indicator system at the Eszterházy Károly University. Following a preliminary questionnaire-based examination, the main research questions were the following: (1) Could the ePortfolio be successfully integrated into the educational system of the Eszterházy Károly University? (2) Are students familiar with the basic concepts or key terms related to ePortfolios and what factors can influence the depth of the respective knowledge? (3) Do students fully take advantage of the options provided by ePortfolios including the types of the uploaded components and does the respective ICT proficiency level have an impact on the uploading of the given media elements? The research program was based on two methods. Accordingly, an electronic questionnaire was administered to students of MA-level teacher training programs. The sample included 310 students whose graduation requirement included the preparation of the ePortfolio. The electronic questionnaire explored 37 potential answers related to 27 questions covering 4 major thematic areas. All students participating in the research program had earned at least an undergraduate education degree, but the sample included full-time students with minimal actual teaching experience along with part-time students with up to 25 year service. The other research tool was data mining based on information gained from the logfiles of the ePortfolio server. Said effort produced a high amount of objective information on the efficiency of the educational integration of the ePortfolio. All in all, the research program examined the ePortfolio-related activities in 6 full academic years between 2009 and 2015.
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Notes
- 1.
Naturally due to the dynamics related to the essays, the convergence can never be full.
- 2.
In September, 341 documents, that is, 1.6% of all the documents uploaded during the academic year were placed in the ePortfolio.
- 3.
1 means useless from a pedagogical point of view, 5 means highly valuable from a pedagogical point of view.
- 4.
The question listed in the questionnaire: Are you fully aware of the objective of portfolio preparation?
- 5.
The main requirement for the reliability of the cross-table is that 80% of the expected value of the cells should be greater than 5 and the expected value of all cells should be greater than 1. According to another stricter approach, the expected value of all cells should be greater than 5 (Calderhead 1994).
- 6.
We have selected the p < 0.05 significance level for each test.
- 7.
The strength of the connection according to Cramer’s V is low: 0.2.
- 8.
While the answers are not fully accurate, we took into consideration that students did not prepare for the written answers and had a relatively limited time for that purpose.
- 9.
The established categories included: has no teaching experience, lower and upper section of elementary school, secondary school.
- 10.
The established categories included: has no teaching experience, lower and upper section of elementary school, secondary school.
- 11.
However, the strength of the connection is weak: 0.22 according to Cramers’ V.
- 12.
The inquiry did not extend to the correlation between the uploading of text and the respective digital competence.
- 13.
The inquiry did not extend to the correlation between the uploading of text and the respective digital competence.
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Komló, C. (2019). Indicators Related to the Educational Application of ePortfolios. In: Väljataga, T., Laanpere, M. (eds) Digital Turn in Schools—Research, Policy, Practice. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-13-7361-9_18
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