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ERIC Number: EJ1103781
Record Type: Journal
Publication Date: 2016-May
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1539-2422
E-Portfolios Rescue Biology Students from a Poorer Final Exam Result: Promoting Student Metacognition
Haave, Neil
Bioscene: Journal of College Biology Teaching, v42 n1 p8-15 May 2016
E-portfolios have the potential to transform students' learning experiences. They promote reflection on the significance of what and how students have learned. Such reflective practices enhance students' ability to articulate their knowledge and skills to their peers, teachers, and future employers. In addition, e-portfolios can help assess the ability of teachers and institutions to inculcate students with their core learning objectives and skills. In 2012/13, I piloted the use of an e-portfolio assignment in a sophomore molecular cell biology course to determine whether it could enhance student learning. My pilot assignment found: 1. The e-portfolio rescued students from a poorer final exam result relative to their midterm exam--students who did not complete the e-portfolio assignment had a greater probability of performing more poorly on the final relative to the midterm exam (p = 0.004); 2. E-portfolios can enhance student engagement; 3. Google Sites works well as an e-portfolio platform; 4. Instructors do not need to be technical experts when the e-portfolio platform is embedded in students' everyday digital life; 5. Instructors are able to focus on developing students' learning outcomes associated with e-portfolio assignments when e-portfolios are so embedded; 6. Students may choose whichever e-portfolio platform they prefer, needing only to submit a URL to their e-portfolio for grading.
Association of College and Biology Educators. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A