Abstract: When electronic portfolios were prepared for the web and customized, and uploaded to the web, they were named as webfolios (Web-based electronic portfolios) (Watkins, 1996, cited in Avramamidou and Zembal-Saul, 2006). Webfolio is defined as integrated collection of educational program standards, assignments given by the teacher, products by the students in accordance with the assignments the teacher gave, and web-based multimedia documents where evaluation and comments about student works are placed (Gathercoal, Love, Brydeve McKean, 2002). Webfolio is a special structure where modern communication technologies are used (HTML, word processor programs, Adobe Acrobat, etc.), where all kinds of electronic materials can be kept, and where students, teachers, advisors and managers can function in a harmony. Webfolio, enables all partners to cooperate in terms of academic improvement of the students (Kendus, 2002; Bartell et.al., 2001 cited in Gathercoal et.al, 2002). As a system, webfolio provides significant benefits for students, teachers, schools and other participants by integrating a series of various “best” educational activities in one place (Gathercoal, Love, Bryde and McKean, 2002). Webfolio is a system where all works produced by students and teachers can be kept. Student gains, summaries of classes and projects, and assignments can be collected in their portfolios which is available to be reached at all times (Campbell and Moore, 2003). Webfolio system, provides knowledge and needs analysis to improve and utilize the program along with reflective and result analysis by integrating evaluation and reporting in web-based portal (Karayan and Gathercoal, 2006). Problems like physical space, transportation and access can be easily overcame with the help of webfolios; however, uploading portfolio files on a web space does not necessarily mean to be a webfolio system. All the information concerning the portfolio (student products, assignments given by the teacher, evaluation about student products, viewer comments, program standards and assignment classifications etc.) should be placed in database and an effective interaction system should be formed (Herner et.al., 2002). In order to benefit from webfolios, all the partners should attend to the process. Moreover, educational program standards, assignment, responses of the students to portfolio studies, feedbacks provided by the teacher related to student works should be integrated effectively (Gathercoal, Love, Bryde and McKean, 2002). Various studies conducted on webfolio system proved that webfolio system provides many benefits since it increases learning performances of the students (Chang, 2008), provides convenience (Driessen et. al., 2007), enhances student collaboration (Hastie and Sinelnikov, 2007), and facilitates student-centered teaching method (Avraamidou and Zembal-Saul, 2006). Although webfolio system is used in various education levels commonly, there are not many studies concerning its use especially in primary education. Thus, there is a need for determining how effective webfolios used in primary education both by students and teachers, and evaluating the quality of the products emerged. In this respect, this study focuses on how effective teachers and students use the webfolio system, and the quality of the products emerging from the use.
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