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Impact of Electronic Portfolios on Prospective Teachers' Participation, Motivation, and Autonomous Learning
ARTICLE

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Journal of Information Technology Education Volume 15, Number 1, ISSN 1547-9714

Abstract

This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher's perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student's online participation in a blended learning context. The results show a positive correlation between the variables participation and university student's performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning.

Citation

Gámiz-Sánchez, V.M., Gallego-Arrufat, M.J. & Crisol-Moya, E. (2016). Impact of Electronic Portfolios on Prospective Teachers' Participation, Motivation, and Autonomous Learning. Journal of Information Technology Education, 15(1), 517-533. Retrieved February 27, 2020 from .

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