Student voices on eportfolios "The learning portfolio differs to other modes of learning, I am not simply learning and regurgitating information, I am also learning about myself."

This paper reports on a doctoral research project which examines the nature of the learning experience of using an eportfolio and whether it enhances the development of critical thinking among online distance learners. It... [ view full abstract ]

This paper reports on a doctoral research project which examines the nature of the learning experience of using an eportfolio and whether it enhances the development of critical thinking among online distance learners. It aims to interrogate the process of the development of critical thinking rather than the product. The project adopts a case study approach, following 24 online distance learners over the course of one academic year in a Dublin based third level institution.

The research question for the study is: How can eportfolios enhance the nature of the learning experience and the development of critical thinking among online distance learners? This study is using an exploratory holistic single-case design where the “object of the study” or the single issue/ the of the learner experience of using an eportfolio and the process of developing critical thinking are investigated.

The setting is a unit which is a provider of online, ‘off-campus’ programmes in a Dublin based higher education institution. The participants are intermediate flexible sociology learners studying a module called Soc3A- Power, Social Order, Crime, Work and Employment as part of the BA (Hons) in Humanities which is a modular humanities programme whereby learners can study a combination of history, sociology, literature, psychology and philosophy. Participants have used their eportfolios to create a critical commentary of their learning and completed  five eportfolio entries over the course of one academic year at key points in their learning journey. Eportfolio entries follow a prescribed structured template of critical questions intended to encourage reflection about their learning.

Within this case study 48 interviews were conducted for an in-depth exploration of the learner experience of using an eportfolio and the development of criticality. The participants were interviewed with their eportfolios, written, visual and physical artefacts from the participant’s eportfolios were used as stimulus during the interviews using the technique of “photo elicitation”. Interviews were conducted at two points during the data collection process, at the midpoint and at the end of their eportfolio. The rationale for having two sets of interviews is to explore the learner progress and development in terms of critical thinking and reflective learning and to collect personal description and interpretation of experiences and which enabled me to discover multiple views of the case.

Data analysis was an ongoing process throughout the project, following a circular model of gathering and analysing data, as “coding is analysis”.  My analytical approach for the study is thematic analysis, which is being used to examine the “nature of eportfolio learning”- the affective, physical and cognitive.