It's like you're a detective in your own story. Teacher and student experiences of teaching and learning with e-portfolio based learning in the context of a DEIS Post-Primary school

Quinn, Declan (2023) It's like you're a detective in your own story. Teacher and student experiences of teaching and learning with e-portfolio based learning in the context of a DEIS Post-Primary school. Masters thesis, Dublin, National College of Ireland.

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Abstract

The use of portfolios, including e-portfolios, as an innovative and learner-centred strategy in effective teaching and learning has risen in popularity over recent years. The majority of research undertaken in this area relates to developments in higher education. In shifting the focus toward those in post-primary education, this study endeavoured to cover new ground and develop insights on the experiences of students and teachers in an Irish second-level setting. More specifically the work focused on those involved in the Delivering Equality of opportunity in Schools (DEIS) programme, a post-primary level initiative which together with the PTech programme was designed to raise participation in education. The aim of this study was to investigate the way in which e-portfolios facilitate 21st century skills in order to overcome the constraints imposed by conventional pedagogical and assessment approaches. The objectives of this study centered around the impact of e-portfolios on reflective learning, identity formation, assessment and feedback processes and the part played by constructivist pedagogy in enabling students to take ownership of their learning. The research methodology was underpinned by an interpretivist paradigm and took a multi-method case study approach.

Teachers and students in a DEIS post-primary school participated in joint and semi-structured interviews. The thematic analysis in turn revealed six overarching themes and a number of subthemes. These themes suggested that while the student population were largely viewed as being digital natives they struggled to learn effectively within the e-portfolio platform often exhibiting evidence of poor digital literacy skills, when teachers employed universal design for learning (UDL) the evidence suggested that this was seen as having limited success in helping digital literacy unless appropriately integrated and designed into the curriculum. In addition, some students defaulted in relation to the laptop rental scheme in turn mitigating the benefits of e-portfolio learning and entrenching negative attitudes to learning. Nevertheless, a number of positive research outcomes were identified. The potential for e-portfolios to strengthen student identity leading to the creation of a transformative pedagogic space, thus empowering DEIS post-primary students to involve themselves in a wider culture and discourse around learning. Student observations of their teachers actively engaging and modelling their own CPD learning around e-portfolios evoked interest in lifelong learning. The question of e-portfolios as non-traditional forms of assessment prompted a discussion on the need to integrate assessment within the teaching and learning process making a case for e-portfolios as providing complimentary forms of evidence-based assessment. An awareness and sensitivity for the need to adopt differentiated strategies to e-portfolio learning in turn pointed to the need to share good practice and grow the community of e-portfolio practitioners.

Item Type:	Thesis (Masters)
Supervisors:	Name Email -, - UNSPECIFIED
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects / Types of education > E-Learning
Divisions:	Centre for Education and Lifelong Learning > Master of Arts in Educational Practice
Depositing User:	Tamara Malone
Date Deposited:	26 Aug 2024 14:44
Last Modified:	26 Aug 2024 14:44
URI:	https://norma.ncirl.ie/id/eprint/7059

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