Résumés
Abstract
ePortfolios are increasingly being used for teaching, assessing, and supporting students’ learning in higher education. With COVID-19 having forced many higher education institutions to move their education services and teaching to online spaces, ePortfolios have become more relevant in the assessment process as they are web-based. This self-study examines how ePortfolios are being used to support assessment practices in a South African and a Canadian teacher education program. Data comprised critical dialogue, notes, reflections, and conversations with students enrolled in both teacher education programs. Findings suggest that students use ePortfolios to integrate self, peer, and teacher/ expert feedback, which results in a 360-degree approach to assessment.
Keywords:
- ePortfolio,
- assessment,
- online learning,
- teacher education
Résumé
Les portfolios numériques sont de plus en plus utilisés pour enseigner, évaluer et faciliter l’apprentissage des étudiants dans l’enseignement supérieur. Lorsque la pandémie de COVID-19 a contraint de nombreux établissements d’enseignement supérieur à offrir leurs services éducatifs et leur enseignement en ligne, les portfolios numériques sont devenus essentiels dans le processus d’évaluation puisqu’ils étaient accessibles sur le Web. Cette étude de cas se penche sur la manière dont les portfolios numériques sont utilisés pour améliorer les pratiques d’évaluation dans le cadre de deux programmes de formation des enseignants, en Afrique du Sud et au Canada. Les données comprennent un dialogue à visée critique, des notes, des réflexions et des conversations avec des étudiants inscrits dans deux programmes de formation d’enseignants. Les résultats suggèrent que les étudiants utilisent les portfolios numériques pour intégrer leurs propres commentaires, ceux de leurs pairs et ceux des enseignants ou des experts. Il en résulte une approche à 360 degrés de l’évaluation.
Mots-clés :
- évaluation,
- portfolio numérique,
- apprentissage en ligne,
- formation des enseignants
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Biographical notes
Mpho-Entle Puleng Modise is an Associate Professor in the Department of Curriculum and Instructional Studies, College of Education at the University of South Africa. Her research areas include faculty and student support in higher education and distance education, open distance e-learning, academic and professional development, technology adoption, and the use of ePortfolios in teaching and learning. She also has an interest in MOOCs and OERs. She is a member of the South Africa Education Research Association executive committee. Email: modismp@unisa.ac.za
Norman Vaughan is a Professor in the Department of Education at Mount Royal University in Calgary, Alberta, Canada. He has co-authored the books Principles of Blended Learning: Shared Metacognition and Communities of Inquiry (2023), Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry (2013), and Blended Learning in Higher Education (2008). In addition, he has published a series of articles on blended learning and teacher development. Email: nvaughan@mtroyal.ca
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