RAPPORT
Volume 3 Issue 1 (2018)
Figure 1. Learning ePortfolio process (2017/2018 academic year)
As regards focus groups, the aim is to
obtain participants’ perceptions, feelings
and information (Krueger & Casey, 2000)
as well as to reflect on the topic (Egaña,
2010; Kitzinger, 1995). A shared guide
was created for both semi-structured
interviews and focus groups with the
objective of gaining insight of the
students’ and teachers’ experience on
using the Learning ePortfolios as the
main learning tools.
Participants
Two teacher educators and 65 students
used the Learning ePortfolio in the
2017/2018 academic year. The sample of
the present research consisted of two
teacher educators (100%), each one
from one group (coded as G1 and G2);
and eight first year Early Years Education
Degree students, four students from
group 1 and other four students from
group 2. All of them were female and the
average age of the students was 19.
Data Analysis
The data gathered from the interviews
and focus groups were transcribed and
analysed taking into account the
questions and categories proposed by
Parker, Ndoye and Ritzhaupt (2012).
Turns of interaction were the unit of
analysis of this study. As regards the
procedure followed, first, two blind
researchers (named as coder 1 and
coder 2 in Table 1) examined and coded
15% of the data with a success rate of
93%. Four categories were identified
(experience, advantages or added
values, improvements and changes). The
rest of the data were coded following the
categories identified with a success rate
of 95% by the blind researchers (coder 1,
coder 2 and coder 3 in Table 1).
Table 1. Coder’s analysis
Students
G1
Students
G2
Teacher
educator
G1
Teacher
educator
G2
Coder
|1| Coder
|2|
X X
X
X
X
Coder
|3|
X
X
X
As stated before, four categories and
some subcategories were identified by
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