Literaturnachweis - Detailanzeige
| Autor/in | Marín, Victoria I. |
|---|---|
| Titel | Research-Based Learning in Education Studies: Design Inquiry Using Group e-Portfolios Based on Blogs |
| Quelle | In: Australasian Journal of Educational Technology, 36 (2020) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Marín, Victoria I.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1449-5554 |
| Schlagwörter | Portfolios (Background Materials); Electronic Publishing; Web Sites; Student Research; Inquiry; Active Learning; Web 2.0 Technologies; Educational Research; Graduate Students; Foreign Countries; Masters Programs; Computer Uses in Education; Germany |
| Abstract | Research-based learning (RBL) is an approach that aims to engage students in research activities within their study discipline. Since this method puts the focus on the learner, Web 2.0 tools are considered to provide good support in enhancing collaboration processes, which are necessary in conducting research in real-life situations. The link between RBL and the use of digital technologies in higher education has not yet been extensively empirically explored. Therefore, the main aim of this study, based on a project-based university seminar, was to explore the possibilities of group e-Portfolios based on blogs, within the framework of a concrete form of RBL in education studies, the design-inquiry approach. The study employed mixed methods, consisting of quantitative and qualitative data collected via a student questionnaire, and further qualitative data collected from the group blogs and the students' final reflections. The results show the possibilities and challenges of using ePortfolios based on blogs for RBL processes. The article concludes by providing guidelines and recommendations and presents a framework that connects the models used in the study. "Implications for practice or policy": (1) Learning processes with group e-Portfolios based on blogs should include a phase of familiarisation with the tool and regular practice in the classroom, accompanied by simple resources to support the process and to improve students' self-confidence with their digital competence; and (2) Educational practitioners should provide opportunities for practice with the structure of group e-Portfolios based on blogs and documentation of findings, and for regular (peer) feedback to encourage new perspectives and ensure a successful investigation process. (As Provided). |
| Anmerkungen | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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