RAPPORT
Volume 3 Issue 1 (2018)
the researchers. The categories found
were the following: experience,
advantages or added values,
improvements and changes. As regards
subcategories, the researchers (coder 1
and coder 2 in Table 1) coded the ones
shown in Table 2.
was difficult for me to define the aim
and nature of the Learning ePortfolio.
Therefore, it was hard to explain it to
my students until we’d started
working on it”.
Furthermore, Student 1 (G2) agreed on
the lack of information at the very
beginning:
Results
“I like the Learning ePortfolio now
because we can go deeper on our
reflections, but not at the beginning
because I didn’t know what I should
upload on it”.
Results found in this study will be
presented following the categories
identified: experience, advantages or
added values, improvements and
changes. Subcategories coded will also
be evidenced in this section.
Both teacher educators (G1 and G2) also
believe that the experience was
meaningful for the students due to the
fact that Learning ePortfolios helped
students reflect on their learning process.
Moreover, students related the Learning
ePortfolio to their learning experience. As
Student 2 (G2) mentioned:
As far as experience is concerned,
participants of the study recognised that
it was hard to define and understand
what Learning ePortfolio and artefacts
meant. That is to say, both students and
teacher educators said that information
about the process and the aim of the
Learning ePortfolio was missing at the
beginning. In fact, as the teacher
educator (G2) admitted:
“it is a tool to reflect, to pose
questions to ourselves and to try to
find the responses and try to theorise
our knowledge. It is also helpful for
both, teachers and us, to know how
our learning process is developing”.
“overall, my personal experience was
very good. But at the beginning it
Table 2. Categories and subcategories
Experience
Students G1 Students G2
Artefacts nature
Personal
experience
Follow up Artefacts nature
Personal experience
Reflection
Artefacts
Follow up
Advantages
or added
values
Improvements
Changes
Consciousness
Teacher
educator G1
Teacher educator
G2
Personal experience
Artefacts
Follow up
Professional profile
Reflection
Reflection
Self-awareness
Teacher-student
Teacher-student
relationship
relationship
Holistic view
Process
Process
Artefacts nature
Aim
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