Implementation of E-Portfolio in the First Academic Year at the University of Teacher Education St. Gallen
DOI:
https://doi.org/10.3991/ijet.v3i1.256Keywords:
E-Portfolio, E-Assessment, University of teacher educationAbstract
The students of the university of teacher education St.Gallen (PHSG, Switzerland) document aspects of their learning process affiliated with their first experiences in a practical training class during their first academic year linked with an E-Portfolio (Weblog). The first presented study reports findings (n= 129; questionnaire; Man Withney U-Tests; Wilcoxon Signed Rank Tests) concerning the attitude of the students to the E-Portfolio in the domains of precognition, attitude, interests, use, relevance, learning progress, effort and motivation. The second study reveals first findings concerning the implementation of E-Assessment with a first strategic focus on the work schedule of involved professors and process orientated assessment, which assesses the learning process on the E-Portfolio on a weekly basis (n=13; interview; development of an assessment scale).
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