This research paper shares the major lessons and methodological observations from a critical integrative review of the literature on the use of learning portfolio in higher education. There is a long history of theory and practice associated with the potential of e-portfolio in education along with an increasing body of research in this area. Therefore, a contemporary synthesis and critical review of the literature pertaining to their use in higher education contexts specifically is timely, particularly given the role of learning portfolio in promoting self-reflective life-learners and broad skills and competencies in the wider European context. Moreover, arguably there is renewed interest in portfolio based on a theorized relationship between the new and emerging area of digital badges and micro-credentials.
After describing the search methodology and scope and nature of the sample of reviewed literature, the paper identifies and discusses three key themes. First, although the educational theory underlying the use of learning portfolios is promising and widely cited, robust empirical evidence supporting their effectiveness remains sparse. A large proportion of the literature published on the topic has either been purely theoretical in nature, or has focused on the technological platforms used to support learning portfolio construction. Of the few studies reporting outcomes of learning portfolio use, the vast majority have done so solely in terms of self reported attitudes and perceptions of stakeholders, as opposed to achievement data or demonstrable competencies. Moreover, almost all of these studies have been conducted over relatively short periods of time.Second, the tool required to successfully implement this theory is rooted in a complex pedagogy, and its potential can only be fully realized if the beliefs, assumptions and processes underlying this pedagogy are properly understood by advocates and executed by users. Put another way one clear message emerging from the extant literature is that simply requiring students to use learning portfolios will not necessarily foster the desired outcomes. Third, there is a recurring tension between the developmental (process) and evaluative (product) conceptualizations of the learning portfolio. This point is based on the premise that positive outcomes in the context of learning portfolio can be taken primarily to mean: (i) the enhanced learning processes (e.g., the automatization of critical self-reflection and the gradual development of a general disposition towards lifelong learning); or (ii) the generation of a useful product that serves as comprehensive evidence of the learner’s skills and competences and can be shared with others.
On the basis of these findings the paper concludes that a definitive understanding of how best to implement learning portfolios in higher education has not yet been reached.It follows that by analogy the experience of learning portfolio in higher education is at risk of becoming “like a game of snakes and ladders” (Joyes, Gray & Hartnell-Young, 2010; p.493). Finally, we offer some recommendations for future research and effective practice in this area.
References
Scully, D., O'Leary, M., & Brown, M. (2018). The learning portfolio in higher education: A game of snakes and ladders. Institute of Education, Dublin City University. Available from https://www.dcu.ie/sites/default/files/carpe/eportfolio_report.pdf
Topics: Assessment and Feedback in a Digital Age , Topics: Students as Partners
