EPortfolio Effectiveness: A Tool for Accessing and Utilizing the Evidence Jessica R. Chittum, Virginia Tech Jacquelyn McCarthy Woodyard, Virginia Tech

© 2015 Chittum, Woodyard, Bryant

ePortfolio Effectiveness: A Tool

for Accessing and Utilizing the

Evidence Jessica R. Chittum, Virginia Tech

Jacquelyn McCarthy Woodyard, Virginia TechLauren H. Bryant, The Friday Institute, North Carolina State

University

January 24, 2015Annual Meeting of the AAC&U


Background• Why assess the landscape of

ePortfolio research?o As of 2008, 51% of higher education institutions

incorporated some form of ePortfolio in students’ learning experiences (Clark & Eynon, 2009)

o Requires resources

• This all begs the question:o What do we actually KNOW about how well

ePortfolios work?


Overall Findings


Findings

Article Type1996-2012 1996-2014

N % N %

Descriptive 49 42 92 42

Empirical Affective 39 34 63 29

Outcomes 18 16 36 17

Assessment & Evaluation 0 0 8 4

Technological 10 9 18 8

Total 116 -- 217 --


FindingsDescriptive

Technological

Empirical, Affective

Empirical, Outcomes

Empirical, Assess & Eval

0% 10% 20% 30% 40% 50%

42%

9%

34%

16%

0%

42%

8%

29%

17%

4%

1996-2014 Sample (n=217) 1996-2012 Sample (n=116)


Findings

Article Type1996-2012 1996-2014

N % N %






Total 116 -- 217 --


FindingsCategory 1: DESCRIPTIVE• An argument for the use of ePortfolio,

often citing learning theory• Examples:

o Example of ePortfolios in use o Anecdotal “dos and don’ts”o Data from other findings but nothing originalo Theoretical arguments

• 92 articles, 42% of the sample


Findings

Article Type1996-2012 1996-2014

N % N %






Total 116 -- 217 --


FindingsCategory 4: TECHNOLOGICAL• Presents data and models on the structure

and usability of ePortfolio platforms. • First appeared in 2005• Examples:

o User interfaceo Original or adapted platformso Descriptive of specific technological needs

• 18 articles, 8% of sample


FindingsDescriptive

Technological

Empirical, Affective

Empirical, Outcomes

Empirical, Assess & Eval

0% 10% 20% 30% 40% 50%

42%

9%

34%

16%

0%

42%

8%

29%

17%

4%

1996-2014 Sample (n=217) 1996-2012 Sample (n=116)


Findings

Article Type1996-2012 1996-2014

N % N %






Total 116 -- 217 --


FindingsCategory 2: EMPIRICAL, AFFECTIVE• Original data addressing the participants’

feelings about ePortfolios.• Examples:

o Opinions about ePortfolios o Perceptions of ePortfolio’s impact on their learning

• Data collection:o Surveys, open-ended response items, interviews, focus

groups, etc.

• 63 articles: 59% of empirical, 29% of total


Findings

Article Type1996-2012 1996-2014

N % N %






Total 116 -- 217 --


FindingsCategory 3: EMPIRICAL, OUTCOMES• Presents original data, qualitative or

quantitative, on student outcomes• First appeared in our sample in 2006 • Example outcomes:

o Learning, motivation, engagement, reflective practice

• Data collection:o Rubrics, case studies, questionnaires, interviews, etc.

• 36 articles: 34% of empirical,17% of sample


Findings

Article Type1996-2012 1996-2014

N % N %




Assessment & Evaluation

0 0 8 4


Total 116 -- 217 --


FindingsCategory 3: EMPIRICAL, ASSESSMENT & EVALUATION• Presents original data on tools for assessing

students’ ePortfolios or some other assessment or evaluation o Not focused on impact of ePortfolio on outcomes or

perceptions of ePortfolios

• First recognized in our sample in 2013• Examples:

o Tests of rubrics/tools for assessing ePortfolioso Evaluating institutional preparedness for ePortfolio

implementation

• 8 articles: 7.4% of empirical, 3.6% of sample


Discussion• What does this new category tell us about the

direction of research?


Trend

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

0

10

20

30

40

50

60

70


Next Steps• It makes sense that research started with

descriptive papers and empirical investigations into people’s perceptions.

• We must continue to focus on empirical evidence of student outcomes, validated assessment tools, and reliable platforms.

• We decided to help researchers and educators easily access information that can facilitate ePortfolio research and implementation as we continue this upward trend.


Discussion• Raise of hands: how many of you have tried

to locate peer-reviewed articles about ePortfolios?

• As researchers and educators, what obstacles (if any) have you run in to trying to find research about ePortfolios?


Obstacles• Generalities – show me what you are referencing!

What happened, specifically. More than a conclusion! MORE EMPIRICAL EVIDENCE PLEASE

• How does ePortfolio impact motivation- How do you demonstrate that impact?

• Disciplinary differences – journal locating. Pointing others to resources.

• Terms! • Applied and practical, local situations – need to

extract principles for widespread application!• Not a whole lot out there in general, even LESS for

a specific discipline.About ePortfolio

End

http://eportfolio.uga.edu/about-eportfolio/

http://eportfolio.uga.edu/about-eportfolio/


eportfolio.uga.edu

Feel free to go to this site with your own device for the next part of the presentation

http://eportfolio.uga.edu/

http://eportfolio.uga.edu/


Discussion• What could be helpful on this site for you

right now as a researcher and/or practitioner? (based on what you’ve seen so far)o Talk to those nearby

Obstacles


End• Download a PDF of the handout on the website:

eportfolio.uga.edu/about-eportfolio/• Do you want a PPT on the website as well?• Remember: Collaborate and Contact Us

QUESTIONS?


ContactJessica Chittum, Virginia Tech, [email protected]

Jacquelyn Woodyard, Virginia Tech, [email protected]

Website contact: [email protected]

mailto:[email protected]



Documents

EPortfolio Effectiveness: A Tool for Accessing and Utilizing the Evidence Jessica R. Chittum, Virginia Tech Jacquelyn McCarthy Woodyard, Virginia Tech