{"corpus_id":85464197,"paper_sha":"c96a3a3b5180b114975cf0ed69d189d7af4cbdde","doi":"10.5206/CJSOTL-RCACEA.2018.3.10","arxiv_id":null,"pmid":null,"pmcid":null,"mag_id":2912262913,"dblp_id":null,"acl_id":null,"title":"Beliefs or Intentionality? Instructor Approaches to ePortfolio Pedagogy","year":2018,"publication_date":"2018-12-31","venue":"Canadian Journal for the Scholarship of Teaching and Learning","journal":{"name":"The Canadian Journal for the Scholarship of Teaching and Learning","pages":null,"volume":null},"journal_issn":null,"journal_title":null,"publication_types":["Review"],"pubmed_pub_types":null,"s2_fields_of_study":[],"reference_count":30,"citation_count":6,"influential_citation_count":1,"is_open_access":true,"arxiv_categories":null,"arxiv_license":null,"arxiv_journal_ref":null,"mesh_headings":null,"chemicals":null,"comments_corrections":null,"source_flags":1,"s2_open_access_pdf_url":"https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/download/7112/5816","s2_open_access_landing_url":"https://www.semanticscholar.org/paper/c96a3a3b5180b114975cf0ed69d189d7af4cbdde","s2_open_access_license":"publisher-specific-oa","s2_open_access_status":"GOLD","pmc_open_access_pdf_url":null,"pmc_open_access_landing_url":null,"pmc_open_access_license":null,"pmc_open_access_status":null,"unpaywall_open_access_pdf_url":null,"unpaywall_open_access_landing_url":null,"unpaywall_open_access_license":null,"unpaywall_open_access_status":null,"abstract":"We provide evidence to substantiate the learning potential of eportfolios by focusing on instructor variables that influence eportfolio learning experiences. We conducted a mixed-methods study of over 800 students across 30 courses. Using survey, interview, and focus group data, we argue that instructors’ approaches to eportfolio activities play a critical but underappreciated role in whether the eportfolio will be a valued student learning experience. By adapting categorizations of deep, surface, and strategic learning, we argue that an instructor’s approach to eportfolios can be classified in a similar manner. We analyze how the instructor adheres to eportfolio best practices, and how the instructor manages student expectations and relays the importance of the eportfolio. As a result, we propose that instructors too can adopt a deep, surface, or strategic approach to eportfolios. Our data show that students generally benefit most when instructors adopt a deep, intentional approach to eportfolios, such as having a long-term investment in the course (e.g., teaching it more than one time), taking a hands-on approach with the administration of the eportfolio, and collaboratively designing the eportfolio activity.\nNous présentons des preuves afin de justifier le potentiel d’apprentissage des ePortfolios en nous concentrant sur les variables des instructeurs qui influencent les expériences d’apprentissage présentées par les ePortfolios. Nous avons mené une étude à méthodologie mixte auprès de plus de 800 étudiants dans 30 cours différents. Nous avons recueilli des données suite à des sondages, des entrevues et des groupes de discussion et nous en avons déduit que les activités préparées pour les ePortfolios par les instructeurs jouent un rôle primordial mais toutefois non apprécié à sa juste valeur pour déterminer si le ePortfolio va être une expérience d’apprentissage enrichissante. En adaptant des catégorisations d’apprentissage profond, de surface et stratégique, nous pensons que l’approche d’un instructeur vis-à-vis du ePortfolio peut être classifiée de la même manière. Nous analysons la manière dont l’instructeur adhère aux meilleures pratiques du ePortfolio ainsi que la manière dont l’instructeur gère les attentes des étudiants et transmet l’importance du ePortfolio. En conséquence, nous proposons que les instructeurs eux aussi peuvent adopter une approche profonde, en surface et stratégique vis-à-vis des ePortfolios. Nos données indiquent qu’en général, les étudiants bénéficient le plus quand les instructeurs adoptent une approche profonde et intentionnelle vis-à-vis des ePortfolios, comme par exemple le fait de consacrer un investissement à long-terme dans le cours (par exemple, le fait de l’enseigner davantage qu’une seule fois), d’adopter une approche pratique vis-à-vis de l’administration du ePortfolio, et en assurant la conception en collaboration des activités du ePortfolio.","claims":[{"public_id":"cl_4de0f6aeb3e73e5eee5b9077078574fb","status":"active","text":"By adapting categorizations of deep, surface, and strategic learning, instructor approaches to eportfolios can be similarly classified as deep, surface, or strategic.","confidence":0.92,"contributors":[{"id":170,"public_id":"gsgmdx9r6e","public_label":"pupuri (gsgmdx9r6e)","roles":["extraction"],"url":"https://sah.borca.ai/u/gsgmdx9r6e"},{"id":17,"public_id":"322360f1c1","public_label":"Killer Whale 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