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The effects of electronic portfolio tools on online students' perceived support and cognitive load
ARTICLE

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Internet and Higher Education Volume 14, Number 3, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Although distance educators are adopting electronic portfolios (eportfolios) for purposes of assessment and collaboration, some researchers question their utility in these venues. In a setting where feelings of isolation and attrition are high, this study examined how eportfolios affect cognitive load and student perceptions of support. The study also examined whether embedded tutorials, examples and descriptions coupled with peer reviews reduced faculty coaching needs. Findings indicate that eportfolio tools had minimal effects on cognitive load although some formatting and sharing aspects frustrated students. Additionally, while participants asked the instructor for assignment clarification and feedback, they supported one another through peer reviews and discussion posts.

Citation

Shepherd, C.E. & Bolliger, D.U. (2011). The effects of electronic portfolio tools on online students' perceived support and cognitive load. Internet and Higher Education, 14(3), 142-149. Elsevier Ltd. Retrieved January 18, 2020 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2011.01.002

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