IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONS
Over the last two decades, students and teachers, across educational levels and disciplines, have been subject to a variety of school reform efforts. Nevertheless, some instructional practices, such as portfolio assessment, persist and grow in popularity even in the midst of changing educational ref...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Online Learning Consortium
2013-02-01
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| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/316 |
| _version_ | 1797327753408675840 |
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| author | David Denton David Andrew Wicks |
| author_facet | David Denton David Andrew Wicks |
| author_sort | David Denton |
| collection | DOAJ |
| description | Over the last two decades, students and teachers, across educational levels and disciplines, have been subject to a variety of school reform efforts. Nevertheless, some instructional practices, such as portfolio assessment, persist and grow in popularity even in the midst of changing educational reform goals and shifting priorities. Teacher education programs have used paper-based portfolios for more than three decades. Recently, institutions have migrated to electronic portfolios since these provide several advantages. Early models of these systems required special technical skills, hardware, or fee-based contracts with service providers. The newest iteration of portfolio platforms are based on social media applications, which are easy to use, free, and customizable. However, the accelerated adoption of social media applications as repositories for student portfolio content has produced several gaps in the literature. Three of these include steps for implementing electronic portfolios in social media platforms, instructional methods for soliciting quality entries from students through questions and prompts, and student perceptions about using social media as a repository for electronic portfolio content. Results from a case study identifying student perceptions of combining social media and electronic portfolios are examined. Future lines of inquiry are discussed. |
| first_indexed | 2024-03-08T06:42:03Z |
| format | Article |
| id | doaj.art-42662ef939ce43f191ab0b676eeb6d40 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:42:03Z |
| publishDate | 2013-02-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-42662ef939ce43f191ab0b676eeb6d402024-02-03T08:25:33ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302013-02-0117110.24059/olj.v17i1.316IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONSDavid Denton0David Andrew Wicks1Seattle Pacific UniversitySeattle Pacific UniversityOver the last two decades, students and teachers, across educational levels and disciplines, have been subject to a variety of school reform efforts. Nevertheless, some instructional practices, such as portfolio assessment, persist and grow in popularity even in the midst of changing educational reform goals and shifting priorities. Teacher education programs have used paper-based portfolios for more than three decades. Recently, institutions have migrated to electronic portfolios since these provide several advantages. Early models of these systems required special technical skills, hardware, or fee-based contracts with service providers. The newest iteration of portfolio platforms are based on social media applications, which are easy to use, free, and customizable. However, the accelerated adoption of social media applications as repositories for student portfolio content has produced several gaps in the literature. Three of these include steps for implementing electronic portfolios in social media platforms, instructional methods for soliciting quality entries from students through questions and prompts, and student perceptions about using social media as a repository for electronic portfolio content. Results from a case study identifying student perceptions of combining social media and electronic portfolios are examined. Future lines of inquiry are discussed.https://olj.onlinelearningconsortium.org/index.php/olj/article/view/316Blogcase studyeducation reformelectronic portfoliosocial mediateacher education |
| spellingShingle | David Denton David Andrew Wicks IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONS Online Learning Blog case study education reform electronic portfolio social media teacher education |
| title | IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONS |
| title_full | IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONS |
| title_fullStr | IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONS |
| title_full_unstemmed | IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONS |
| title_short | IMPLEMENTING ELECTRONIC PORTFOLIOS THROUGH SOCIAL MEDIA PLATFORMS: STEPS AND STUDENT PERCEPTIONS |
| title_sort | implementing electronic portfolios through social media platforms steps and student perceptions |
| topic | Blog case study education reform electronic portfolio social media teacher education |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/316 |
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