The Transformative Role of ePortfolios: Feedback in Healthcare Learning

Autor/inn/en	Peacock, Susi; Murray, Sue; Scott, Alison; Kelly, Jacquie
Titel	The Transformative Role of ePortfolios: Feedback in Healthcare Learning
Quelle	In: International Journal of ePortfolio, 1 (2011) 1, S.33-48 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-622X
Schlagwörter	Role; Transformative Learning; Portfolios (Background Materials); Allied Health Occupations Education; Foreign Countries; Patients; Safety; Feedback (Response); Learning Processes; Student Evaluation; Thinking Skills; Focus Groups; Student Attitudes; Qualitative Research; Nursing Education; Electronic Publishing; Case Studies; Physical Therapy; Learning Activities; Honors Curriculum; Graduate Students; Undergraduate Students; Questionnaires; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Rollen; Pädagogische Transformation; Ausland; Patient; Sicherheit; Learning process; Lernprozess; Schulnote; Studentische Bewertung; Denkfähigkeit; Schülerverhalten; Qualitative Forschung; Pflegepädagogik; Elektronisches Publizieren; Case study; Fallstudie; Case Study; Physiotherapie; Lernaktivität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen; Großbritannien
Abstract	This article reports findings of a study based in Scotland that explored healthcare learners' experiences of feedback and ePortfolios. Feedback is a highly complex, multi-dimensional phenomenon, and healthcare learners consider it essential for their learning, recognizing that without it patient safety may be compromised. This study sought to explore whether ePortfolios, with their dual emphasis on both the product and process of learning, could encourage deeper and broader learner engagement with feedback. Drawing upon three examples where ePortfolios have been embedded into the curriculum, our findings demonstrate that most participants were generally positive about using the ePortfolio to access, read, and store feedback on their assessments. In some cases where ePortfolio had been introduced across a program, a number of learners had also begun to use feedback provided through the ePortfolio as a springboard for reflection and planning for future development. However, many of our students missed the wider opportunities for long-term, regular creation of and engagement with feedback through the ePortfolio. After reviewing our implementation and using novel work based on threshold concepts, we propose the Personal, Learning and Thinking Skills (PLTS) framework as a guide to support deeper learner engagement with feedback. (As Provided).
Anmerkungen	Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01