Learners' and teachers' motivation toward using e-portfolios. An empirical investigation Online publication date: Mon, 15-Jun-2015
by Alfred Klampfer; Thomas Köhler
International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Vol. 25, No. 2, 2015
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.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook