Gertner, D., Xu, N., Porter-Morgan, H., & Brashears, J. (2021). Developing students’ scientific literacy through an e-portfolio project at a community college gateway science course. Journal of Biological Education, 1–16. https://doi.org/10.1080/00219266.2021.1877782
Research Category: Empirical, Outcomes
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Presents original data, qualitative or quantitative, on student outcomes. “Outcomes” can include learning/achievement as well as other measured constructs (e.g., motivation, reflective practice, self-regulation).
Employing e-portfolio based learning in improving self-efficacy of student’s speaking ability
Laksana, I. P. Y., Yuliantini, N. N., Suciani, N. K., Purandina, I. P. Y., & Boyce, G. P. (2021). Employing e-portfolio based learning in improving self-efficacy of student’s speaking ability. Journal of Applied Studies in Language, 5(2), 229–236. https://doi.org/10.31940/jasl.v5i2.229-236
Developing Teacher Education Performance Assessment through Teaching E-portfolios and Pre-service/In-service EFL Teachers’ Self-reflection
Nafari, F., Ahmadian, M., & Fakhri, E. (2021). Developing Teacher Education Performance Assessment through Teaching E-portfolios and Pre-service/In-service EFL Teachers’ Self-reflection. Education & Self Development, 16(4), 10–24. https://doi.org/10.26907/esd.16.4.02
Using Padlets as E-Portfolios to Enhance Undergraduate Students’ Writing Skills and Motivation
Meletiadou, E. (2021). Using Padlets as E-Portfolios to Enhance Undergraduate Students’ Writing Skills and Motivation. IAFOR Journal of Education, 9(5), 67–83. https://doi.org/10.22492/ije.9.5.04
Putting the ‘e’ in portfolio design: an intervention research project investigating how design students and faculty might jointly reimagine the design portfolio activity
McDermott-Dalton, G. (2021). Putting the ‘e’ in portfolio design: an intervention research project investigating how design students and faculty might jointly reimagine the design portfolio activity. International Journal of Technology and Design Education, Advance online publication. https://doi.org/10.1007/s10798-020-09640-8
Project-Based Learning and E-Portfolios for Preservice Teachers in Japanese Language Education
Manoban, A. (2021). Project-Based Learning and E-Portfolios for Preservice Teachers in Japanese Language Education. Journal of Education and Learning, 10(4), 40. https://doi.org/10.5539/jel.v10n4p40
An empirical study of student action from ipsative design of feedback processes
Malecka, B., Ajjawi, R., Boud, D., & Tai, J. (2021). An empirical study of student action from ipsative design of feedback processes. Assessment & Evaluation in Higher Education, 1–15. https://doi.org/10.1080/02602938.2021.1968338
Looping Everyone into the Conversation: The Use of Eportfolio as a Multistakeholder Feedback Tool
Lyons, R., Lynch, C., & McConalogue, E. (2021). Looping Everyone into the Conversation: The Use of Eportfolio as a Multistakeholder Feedback Tool. Irish Journal of Technology Enhanced Learning, 6(1), 174–185. https://doi.org/https://doi.org/10.22554/ijtel.v6i1.85
The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement
López-Crespo, G., Blanco-Gandía, M. C., Valdivia-Salas, S., Fidalgo, C., & Sánchez-Pérez, N. (2021). The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10827-2
A Study to Analyze Narrative Feedback Record of an Emergency Department
Lee, C.-W., Chen, G.-L., Yu, M.-J., Cheng, P.-L., & Lee, Y.-K. (2021). A Study to Analyze Narrative Feedback Record of an Emergency Department. Journal of Acute Medicine, 11(2), 39–48. https://doi.org/10.6705/j.jacme.202106_11(2).0001
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