Eportfolios in a higher education context: Preliminary findings on assessment and technology issues

Abstract

Eportfolio use in higher education has been expanding over the past several decades. However, current literature on eportfolios in higher education (higher education) disproportionately focuses on interest, enthusiasm and potential, rather than critical examinations of key variables and their relationship to success. This suggests that the use of eportfolios has outpaced the critical examination of their use. A key area in which eportfolios play a role in higher education curricula is as assessment. Given the importance of assessment within curricula and the deficit of research into eportfolios, there is an urgent need for research into eportfolios as assessment in higher education. This ongoing study is intended to meet this need through systematic research, intended to inform global higher education communities and enhance understandings of eportfolio use. The theoretical framework underpinning the study brings together conceptual and utility components of both assessment and technology. Within the full study, both qualitative and quantitative methodologies are used to examine courses from multiple higher education disciplines at a university in Hong Kong. The current paper presents preliminary findings from two faculty of education courses, consisting of 50 students and three instructors. Findings include disparities between instructors’ and students’ conceptions of assessment and technology as well as strong rejection of single-purpose eportfolio technology such as Mahara in favor of more multi-purpose systems, such as Wordpress. Findings are discussed in terms of exploring connections between technology and assessment, enhancing research into eportfolio use, and conducting further research within the presented framework.