RAPPORT
Volume 3 Issue 1 (2018)
Brown, 2018), to support teaching and
learning processes (Klenowski, 2004).
Results from different research studies
(Arís & Fuentes, 2016; Klenowski, 2004;
Scully, O’Leary & Brown, 2018) carried
out in the field conclude that further
research is needed. And this is precisely
the aim of the present research: to open
new insights into students’ and teachers’
perceptions about the use of Learning
ePortfolios as the main learning tools.
Context
This research was carried out in the
Faculty of Humanities and Education
(HUHEZI hereafter) from Mondragon
Unibertsitatea (Basque Autonomous
Community, Spain) in the Early Years
Education Degree. There were 259
students enrolled in the Early Years
Education Degree, 65 of those in the first
year, divided into two groups.
The Learning ePortfolio was introduced
in the degree at the beginning of the
2017/2018 academic year. Teachers and
students had no previous experience in
the use of Learning ePortfolios.
Therefore, as shown in Figure 1, training
sessions were designed to share the aim
of the Learning ePortfolios, to discuss the
possible organisation of the Learning
ePortfolios, to define what artefacts were,
and to learn how to use the tool (Wix 2
was chosen in this experience).
The Learning ePortfolio was guided by
two of the five modules of the first year of
the degree: module 1 (Children and their
development) and module 2 (Me as a
2
See http://www.wix.com
teacher educator). Students were
required to upload at least four artefacts
in their Learning ePortfolios for
November, reflecting on and showing
their learning processes (Figure 1). In
November, students and teacher
educators carried out the first individual
follow up session in which the nature of
the artefacts uploaded in the Learning
ePortfolios was discussed (Figure 1).
Students worked individually on their
Learning ePortfolios and a big group
sharing session was conducted before
Christmas (Figure 1) with the aim of
speaking, reflecting on and receiving
feedback from peers. Students and
teacher educators met again in January
in the second individual follow up session
(Figure 1). From then on, students were
required to upload at least one artefact
every three weeks until the end of the
academic year. As depicted in Figure 1,
students and teacher educators carried
out their last individual follow up session
in June.
Method
As stated previously, this qualitative
research study was carried out in HUHEZI
in the Early Years Education Degree. Data
was gathered by means of two semi-
structured interviews conducted with the
teacher educators and two focus groups
carried out with first year students. As far
as semi-structured interviews are
concerned, Freebody (2003) states that
this kind of interviews are located between
the questionnaires and in-depth
interviews. That is because the researcher
is provided with:
‘the best of both worlds by establishing
a core of issues to be covered, but at
the same time, leaving the sequence
and the relevances of the interviewee
free to vary around and out from the
core’ (Freebody, 2003 p.133).
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