RAPPORT
Volume 3 Issue 1 (2018)
Learning ePortfolios and artefacts. In
fact, it is essential to know the purpose
and the aims of the Learning ePortfolio in
advance (Gallardo, Sierra, Barquín &
Medeiros, 2016; Scully, O’Leary &
Brown, 2018). Moreover, the nature of
artefacts has to be discussed and agreed
between teachers first and between
teachers and students afterwards
(Gallardo et al., 2016). So, explicit
training with teachers first and students
afterwards is needed in those aspects. In
that sense, teacher educators need to
know how to work on and mentor the
process with their students.
Furthermore, students believe in
Learning ePortfolios’ added value, but
more awareness is needed. That is,
students realised that they needed to
become more conscious of the utility and
purpose of the Learning ePortfolio.
Limitations and next steps
Conclusions must be viewed within the
limitations of this study. Indeed, the
following limitations were found in the
present research. On the one hand, it is
important to remind readers that it was
the first experience with the use of the
Learning ePortfolio for both teacher
educators and students. On the other
hand, data was just based on teacher
educators’ and students’ reported
perceptions. Therefore, direct
observation on the lessons where
students and teacher educators work on
the Learning ePortfolio is the next step.
Moreover, the number of participants of
the study is low. As explained above, only
two teacher educators were interviewed
and eight students took part in the focus
groups.
As far as future research directions are
concerned, we agree with Parker, Ndoye
and Ritzhaupt (2012 p.105) in the idea
that studies of Learning ePortfolios in ‘[...]
teacher preparation programs is an open-
ended realm of research’. Therefore, we
should broaden our horizons from the
first academic year into a degree
Learning ePortfolio design. Besides this,
we should continue progressing in the
degree assessment framework in which
the Learning ePortfolio has its
prominence.
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