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ERIC Number: EJ909977
Record Type: Journal
Publication Date: 2010
Pages: 0
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1528-5324
Using E-Portfolios to Support an Undergraduate Learning Career: An Experiment with Academic Advising
Chen, Helen L.; Black, Thomas C.
EDUCAUSE Quarterly, v33 n4 2010
Recent years have seen growing interest in electronic learning portfolios (e-portfolios) as a tool to support student learning across higher education in both public and private colleges and universities. The concept of an e-portfolio is multifaceted--it is a technology, a pedagogical approach, and a process, as well as a product. Its purpose can range from tracking development within a program to finding a job or monitoring performance. The e-portfolio efforts at Stanford have been widely distributed across schools and departments on campus. While many of these projects, courses, and programs have not formally used the term "e-portfolio," most share similar themes that are broadly related to capturing and documenting aspects of a student's learning and engaging in some form of reflection, rationale building, or planning, depending on the discipline. These activities contribute to a culture of "folio thinking," a pedagogical approach that focuses on designing structured opportunities for students to create e-portfolios and reflect on their learning experiences. In fall 2010, Stanford University initiated a pilot introducing e-portfolios to assist with the advising of students in their first two years prior to declaring a major, to learn from students and advisors how e-portfolios and folio thinking can enhance their face-to-face interactions. The pilot explores the possibility that persistence can be improved through the active involvement of others (mentors, alumni, family, peers) in the lives of students as facilitated through the medium of e-portfolios. (Contains 3 figures and 8 endnotes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A