Makokotlela, M. v. (2020). An e-portfolio as an assessment strategy in an open distance learning context. International Journal of Information and Communication Technology Education, 16(4), 122–134. https://doi.org/10.4018/IJICTE.2020100109
Article 3 Title: An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context
Broad Topic: In this article, the author is interested in studying the use of an e-portfolio as an appropriate assessment strategy within a distance learning context. Due to the higher education institutions integrating technology in teaching and learning, the author argues that using an e-portfolio “as an alternative method of assessment enhances pre-service teachers’ technological pedagogy in an environmental education module” (p. 123). Multiple definitions of an e-portfolio are distributed in the background of the article, yet the common theme that emerges is one of using multiple technological tools in which to provide instruction and/or assessment within the modern, digitized classroom. “Transformation in higher education in terms of the use of technologies in teaching and learning as well as assessment is a global trend, meaning that there should be a re-think in terms of preparing pre-service teachers’ pedagogy” (p. 123). The author uses connectivism, in conjunction with the Mmogo theory (discussed later), as a lens in which to view the e-portfolio due to the theories’ networking principles of connecting nodes and information resources.
Theoretical frameworks used to ground the piece: Siemens’ 2005 article Connectivism: A learning theory for the digital age, serves as the foundational piece. Also, the following articles were found to be highly influential when reviewing the authors’ article: 1) The Mmogo-method: An exploration of experiences through visual projections, 2) An e-portfolio as empowering tool to enhance students’ self-directed learning in a teacher education course: A case of a South African university by Van Wyk (2017), 3) e-Portfolio in higher educational institutions of Russia by Smolyaninova & Shilina (2017), 4) Connectivism: Learning theory of the future or vestige of the past? by Kop & Hill (2008), and 5) E-portfolios as a pedagogical device in primary teacher education: The AUT University experience by Maher & Gerbic (2009).
Seminal constructs or concepts in the article: The author issues three research questions that form the crux of her article:
- What is the significance of an e-portfolio as an alternative way of assessment in EE?
The author explains that due to the digital age in which teachers and students thrive, an e-portfolio provides an opportunity as an alternative assessment tool in which to present their knowledge consumption. This method could be used to evaluate their course or provide evidence of their learning (if used in the student context).
- How does the use of an e-portfolio as another method of assessment enhance pre-service teachers’ digital pedagogy?
By engaging in the creation of an e-portfolio, the author argues that the teachers’ technological competence is further enhanced as the process acts as a self-directed learning mechanism. Also, the skills needed to develop the portfolio bodes well when teaching online courses. “It has been highlighted by Van Wyk (2017) that teachers must have a clear understanding of digital pedagogy due to technological changes in the teaching and learning environment. Changes in approaches to assessment cannot, therefore, be ignored because it is an integral part of teaching and learning” (p. 125).
- How does the use of an e-portfolio as an alternative assessment tool develop collaborative skills?
As it relates to the Mmogo theory (meaning “togetherness”), the creation of e-portfolios centers around a collaborative effort in that students share ideas and interact with one another throughout the process. As it relates to a teachers’ technological pedagogy, e-portfolios allow for collaboration that could persist beyond the implementation process. Simply put, the applied learning that is required “should be designed to encourage the desired interaction between the students both to enhance learning and develop collaborative skills” (p. 126).
Broad research or theory objectives including hypotheses, propositions, etc.: The author is approaching her research with a connectivist mindset and utilizing many of the pronciples set forth in Siemens foundational paper. She is also incorporating a collaborative theory titled Mmogo and grounds her reasoning with the following statement: “According to Kop and Hill (2008), connectivism’s cannot be regarded as a stand-alone learning theory. Theories need to complement one another (Ally, 2004) and the author deemed it necessary to use these two theories together” (p. 124). Before beginning the methodology section, I find it important to mention some of the outcomes the author experienced when exploring e-portfolios through the two aforementioned theories. In terms of success, the author found the following benefits were applicable: 1) ICT skills were introduced as a secondary measure, 2) technological pedagogical content knowledge skills (TPCK) were developed, 3) Collaborative skills improved, and 4) an assessment strategy was developed in that evidence-based and reflective practices were showcased. In terms of challenges, 1) low ICT skills could present problems, and 2) digital literacy cannot be presumed.
Research methodology: The purpose of the authors’ undertaking in this study was to explore how e-portfolios are used as an assessment tool in teachers’ educational modules. The author used purposive sampling with 13 participants being the sample. Semi-structured interviews were conducted to determine their experience with e-portfolios, and telephone interviews were conducted. The author also performed document analysis by reviewing the e-portfolios created by the sample of students. Informed consent was obtained, and the data analysis was coded. Three themes emerged: 1) Significance of an e-portfolio, 2) technological competencies of preservice students, and 3) the development of collaborative skills. In total, 9 of the participants data was collected for a number of reasons. Findings to follow.
Findings, implications, conclusions: In terms of the three research questions asked, the author reported the following information:
- What is the significance of an e-portfolio as an alternative way of assessment in EE?
The author found that e-portfolios were a useful method in assessing the students’ progress. The students were involved in an environmental education course in which they had to visit a recycling plant and digitally document their observations. The process of compiling an electronic assessment enhanced the students’ technological prowess with one student stating that “an e-portfolio was important because some of us did not know anything about this kind of assessment. Now I know how to do electronic assessment” (p. 128).
- How does the use of an e-portfolio as another method of assessment enhance pre-service teachers’ digital pedagogy?
The students were required to take photos of their visit to various recycling plants, imbed them within an e-portfolio text, as well as include the information in PowerPoint slides. One student stated that “After taking photos from the recycling plant, I learned to download and adjust photographs and even attach them in the portfolio. This will help me to effectively teach solutions to waste” (p. 129). Additionally, students were exposed to the WhatsApp application to share their e-portfolio. This collaborative process created a community of inquiry in which the students agreed that they would continue using in the future. One limitation to the study was some students did not submit an e-portfolio which led to the belief that not all students were able to perform the necessary digital tasks.
- How does the use of an e-portfolio as an alternative assessment tool develop collaborative skills?
The author revealed that students were able to collaborate throughout the e-portfolio process which supported her earlier statements concerning the Mmogo theory of togetherness. Also, connectivist principles were employed as the primary source of the course assessment via an e-portfolio creation. “By using an e-portfolio as an assessment strategy, students were provided with an opportunity to collaborate. The idea is supported by McCormick (2004) who states that employing digital technologies provides opportunities for both “collaborating to learn” and “learning to collaborate” (p. 159), in this case learning about waste management (recycling) and learning to work with others to solve a common problem, a community of practice (p. 130).
Prescriptive and descriptive contributions: As mentioned in my prior article reviews, the connectivist principles are applicable in our field of Learning Technologies. This article explored the use of e-portfolios as an assessment and collaborative package which is similar to how our portfolios are created and organized. We work together as cohorts, collaborate, document research, and eventually defend the work we have created. Similarly, as with some students in the article review, technological competency can be a struggle for students while adapting to the requirements mandated by a PhD program. However, the skills that are taught are relevant and applicable in our career field, much like the students experienced when documenting and categorizing their digital evidence.
Critique of ideas and research: So, I did not find this article to be very enlightening in terms of how connectivism was directly implemented in the course and/or assessments process. The author notes in the beginning that connectivism was used a lens yet I would have preferred to see a more structured approach in terms of applicability. Secondly, by using an e-portfolio as your sole means of assessment, much of the skill is tied up in the students’ ability to perform IT and ICT skills. This could prove to be unreliable as it relates to true learning and is more a test of their digital prowess. I would have liked to see other means of engagement. I did like the fact that collaboration and reflection was included in the pedagogy as these are skills that translate well across a myriad of industries.
Relevant gaps and research opportunities: Several questions that could be addressed concerning this area of research are:
- Does completing an e-portfolio improve the students’ digital pedagogy? Or is it mainly relevant to teachers?
- What activities specifically drive the connectivist theory as it relates to e-portfolio creation?
- What type of study would provide the best results as it relates to understanding the limitation in ICT skills among students?
- How would this study be implemented if adhering to the six stages as specified in Siemens’ seminal work?
- What tools would be allowed when creating an e-portfolio? Is it limited to a pre-determined list or is the student granted autonomy?