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Journal Issue
Volume 10 Issue 4, ICEL 2012 / Oct 2012  pp360‑440

Editor: Paul Lam

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Students’ use of Asynchronous Voice Discussion in a Blended‑Learning Environment: A study of two undergraduate classes  pp360‑367

Khe Foon Hew, Wing Sum Cheung

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Review of Use of Animation as a Supplementary Learning Material of Physiology Content in Four Academic Years  pp368‑377

Isabel Hwang, Michael Tam, Shun Leung Lam, Paul Lam

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An innovative research on the usage of facebook in the higher education context of Hong Kong  pp378‑386

Louis Lam

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Digital Devices in Classroom – Hesitations of Teachers‑to‑be  pp387‑395

Paul Lam, Aiden Tong

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Learning Paramedic Science Skills From a First Person Point of View  pp396‑406

Kathy Lynch, Nigel Barr, Florin Oprescu

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‘As a student, I do think that the learning effectiveness of electronic portfolios depends, to quite a large extent, on the attitude of students!’  pp407‑416

Jane Mok

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Lynch and Purnawarman (2004:50) point out that ‘a solid electronic portfolio can show reflection, evolution of thought and overall professional development’. Research shows that electronic portfolio assessment, if implemented thoughtfully, can successfully engage learners in critical thinking and problem solving, promote lifelong education, encourage self evaluation and allow learners to have a higher degree of control over the learning process (Pierson and Kumari, 2000; Mason, Pegler, and Weller, 2004). Given the value of electronic portfolios, there has been growing interest in using electronic portfolio assessment to support teacher education (Lynch and Purnawarman, 2004). In this paper, we discuss on‑going efforts at the University of Hong Kong to design assessment tasks for a language awareness course entitled ‘Pedagogical Content Knowledge’. The final‑year student teachers taking the course are required to compile an electronic portfolio based on their reflections on the relevance and applicability of the issues relating to dealing with the content of learning in pedagogical practice discussed in the course. This paper sets out to describe and analyze issues relating to the design and implementation of the assessment, focusing specifically on the challenges that the research team faces. In our paper, we draw on a range of data, including student teachers’ feedback on the assessment and in‑depth reflections of two student teachers after the assessment to critically evaluate the extent to which the assessment has achieved the intended learning outcomes. The reflective study shows that apart from technical support, methodological and psychological preparation designed to help students to take on a more active role in the learning and assessment process are also needed to help students to perform effectively in the computer‑supported assessment. Implications are drawn for those who plan to conduct electronic portfolio assessment in higher education. 


Keywords: Keywords: electronic portfolio assessment, psychological preparation, methodological preparation, assessment innovation, teacher education


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Multi‑disciplinary Learning through a Database Development Project  pp417‑427

Vincent Ng, Chloe Lau, Pearl Shum

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A Framework for Measuring Student Learning Gains and Engagement in an Introductory Computing Course: A Preliminary Report of Findings  pp428‑440

Billy Lim, Bryan Hosack, Paul Vogt

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