Authors: Alfred Klampfer; Thomas Köhler
Addresses: Private University College of Education Linz, Salesianumweg 3, A – 4020 Linz, Austria ' Technische Universität Dresden, Weberplatz 5, D – 01217 Dresden, Germany
Abstract: The e-portfolio received a great deal of attention in the educational discourse and is associated with the individualisation of the learning process. Unlike traditional forms of examination, such as tests, exams or essays, assessment methods enable focusing on problem solving strategies and processes as well as a greater insight into the underlying skills of students. In the course of this method, a portfolio in general and an e-portfolio in particular can be valuable tools. The theoretical frame for the paper is provided by a systematic analysis of recent theories of motivation, namely SDTM and ARCS, which are combined to a single coherent approach. As a first empirical step, three examples of the use of e-portfolios from different educational sectors and different nations are briefly described. In a second step, students' educations were surveyed while having the opportunity to create and write their own e-portfolio in the context of the teacher training.
Keywords: life-long learning; PLS; partial least squares; technology acceptance; teacher training; usability; e-learning; electronic learning; online learning; e-portfolios; electronic portfolios; learner motivation; teacher motivation.
International Journal of Continuing Engineering Education and Life-Long Learning, 2015 Vol.25 No.2, pp.189 - 207
Available online: 15 Jun 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article