The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Knowledge Sharing: Exploring Institutional Policy and Educator Practice Through Eportfolios In Music And Writing  pp138-148

Diana Blom, Jennifer Rowley, Dawn Bennett et al

© May 2014 Volume 12 Issue 2, ECEL, Editor: Mélanie Ciussi, pp126 - 226

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Abstract

Abstract: Many higher education institutions have embraced e‑Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e‑learning approaches. These approaches, in turn, can influence both peer‑ and institution‑wide thinking about e‑Learning. This paper focuses on the introduction or extension of ePortfolios within the creative arts at four Australian universities. Each educator adopted the ePortfolio for a different purpose, and in doing so has influenced, or is at least being monitored by, their university. All four studies have resulted in the growth, development and enrichment of teaching and learning because of the ePortfolios facility to engage students in such activities as reflection, ongoing student‑teacher dialogue, collaborative essay writing, peer evaluation, identity formation, and the documentation of skills, competencies and graduate attributes for career awareness and employability. I n sharing this knowledge the studies have also influenced curriculum design and e‑learning policy. The academic literature notes institutional interest in ePortfolios in relation to career preparation, demonstrating and assessing student learning, academi c advising, and addressing public accountability concerns by facilitating internal and external departmental review and accreditation. Within this paper we discuss the bi‑directional impact and sharing of knowledge about ePortfolio use as it occurs betwee n institution and educator. The study findings inform future development of curriculum, policy and practice for creative arts students and academics in a variety of higher education settings. Further, the findings suggest that ePortfolios provide an effic ient and transparent means to archive and access student work, and that they facilitate internal and external departmental review and broader institutional assessment.

 

Keywords: Keywords: ePortfolio, creative arts, curriculum enhancement, reflective practice, institutional knowledge sharing

 

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Journal Article

Developing Reflective Skills of Student Teachers in the Virtual Learning Environment  pp107-121

Zuzana Straková, Ivana Cimermanová

© Oct 2018 Volume 16 Issue 2, Editor: Rikke Ørngreen and Heinrich Söbke, pp79 - 160

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Abstract

A technology supported environment in the educational context has been identified as a useful work space with the potential to deepen the learning experience. This study focuses on ways of using it for the development of reflection as a key teaching competence within initial teacher training. It is based on the premise that enriched reflection conducted in a technology supported environment will result in more a specific, more profound and thus deeper learning experience of student teachers. The purpose of this study was to measure the level of depth of the reflection conducted in a regular higher education ELT methodology course after a microteaching session and to compare it with the reflection student teachers provided after their experience had been enriched by other classmates´ suggestions within VLE. The study was conducted over 2 semesters and the research sample consisted of 52 undergraduate students. Non‑probability sampling was applied, namely convenience sampling. Both qualitative and quantitative methods were used including content analysis and semi‑structured focus‑group interviews. To increase the internal validity and objectivity in coding the responses and data interpretation multiple researchers were used. The results of the current study suggest that enriched reflection provided student teachers with such a depth of stimuli that their approach towards their own reflection demonstrated a significant difference in comparison with regular reflection conducted in face to face learning.

 

Keywords: technology supported environment, virtual learning environment, higher teacher education, reflective practice, enriched reflection

 

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