Abstract:

Whilst not a new concept, ePortfolios embrace the interactive nature of Web 2.0 technology and are beginning to show signs of bringing about a new pedagogy in education. The wide range of commercial and open source ePortfolio and associated tools currently available allows students to maintain an online repository of digital artefacts. These tools can facilitate reflective, collaborative and lifelong learning, and allow students to showcase skills, knowledge and understanding. A key benefit identified in the literature is the ability to create a personalised and reflective learning experience.

Previous research has shown that the lack of competent and effective use of ePortfolios and the inability of students fully to recognise the benefits to them as learners, are hindering their widespread use.

This paper focuses on a small pilot research project, which seeks to identify the Web 2.0 tools that students following undergraduate awards in technology subjects across various levels at the authors’ institution are currently using. It investigates the extent to which students keep a digital record of their learning and how they perceive ePortfolios as a learning tool.

The students were surveyed by questionnaire providing quantitative data. Qualitative information was also gained by interviewing a smaller group of those students individually to ascertain whether they were able to identify the value of an ePortfolio and how they might envisage using one in their learning.

The outcome of this initial study has helped to determine whether an ePortfolio application was worthy of further development and trialling as a subsequent project.

Keywords:

ePortfolios, Higher Education, Learning, Computing Students, Web 2.0, Pedagogy, Reflective Learning.