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© 2015 Chittum, Woodyard, Bryant
ePortfolio Effectiveness: A Tool
for Accessing and Utilizing the
Evidence Jessica R. Chittum, Virginia Tech
Jacquelyn McCarthy Woodyard, Virginia TechLauren H. Bryant, The Friday Institute, North Carolina State
University
January 24, 2015Annual Meeting of the AAC&U
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© 2015 Chittum, Woodyard, Bryant
Background• Why assess the landscape of
ePortfolio research?o As of 2008, 51% of higher education institutions
incorporated some form of ePortfolio in students’ learning experiences (Clark & Eynon, 2009)
o Requires resources
• This all begs the question:o What do we actually KNOW about how well
ePortfolios work?
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Overall Findings
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Findings
Article Type1996-2012 1996-2014
N % N %
Descriptive 49 42 92 42
Empirical Affective 39 34 63 29
Outcomes 18 16 36 17
Assessment & Evaluation 0 0 8 4
Technological 10 9 18 8
Total 116 -- 217 --
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FindingsDescriptive
Technological
Empirical, Affective
Empirical, Outcomes
Empirical, Assess & Eval
0% 10% 20% 30% 40% 50%
42%
9%
34%
16%
0%
42%
8%
29%
17%
4%
1996-2014 Sample (n=217) 1996-2012 Sample (n=116)
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Findings
Article Type1996-2012 1996-2014
N % N %
Descriptive 49 42 92 42
Empirical Affective 39 34 63 29
Outcomes 18 16 36 17
Assessment & Evaluation 0 0 8 4
Technological 10 9 18 8
Total 116 -- 217 --
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FindingsCategory 1: DESCRIPTIVE• An argument for the use of ePortfolio,
often citing learning theory• Examples:
o Example of ePortfolios in use o Anecdotal “dos and don’ts”o Data from other findings but nothing originalo Theoretical arguments
• 92 articles, 42% of the sample
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Findings
Article Type1996-2012 1996-2014
N % N %
Descriptive 49 42 92 42
Empirical Affective 39 34 63 29
Outcomes 18 16 36 17
Assessment & Evaluation 0 0 8 4
Technological 10 9 18 8
Total 116 -- 217 --
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FindingsCategory 4: TECHNOLOGICAL• Presents data and models on the structure
and usability of ePortfolio platforms. • First appeared in 2005• Examples:
o User interfaceo Original or adapted platformso Descriptive of specific technological needs
• 18 articles, 8% of sample
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FindingsDescriptive
Technological
Empirical, Affective
Empirical, Outcomes
Empirical, Assess & Eval
0% 10% 20% 30% 40% 50%
42%
9%
34%
16%
0%
42%
8%
29%
17%
4%
1996-2014 Sample (n=217) 1996-2012 Sample (n=116)
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Findings
Article Type1996-2012 1996-2014
N % N %
Descriptive 49 42 92 42
Empirical Affective 39 34 63 29
Outcomes 18 16 36 17
Assessment & Evaluation 0 0 8 4
Technological 10 9 18 8
Total 116 -- 217 --
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© 2015 Chittum, Woodyard, Bryant
FindingsCategory 2: EMPIRICAL, AFFECTIVE• Original data addressing the participants’
feelings about ePortfolios.• Examples:
o Opinions about ePortfolios o Perceptions of ePortfolio’s impact on their learning
• Data collection:o Surveys, open-ended response items, interviews, focus
groups, etc.
• 63 articles: 59% of empirical, 29% of total
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Findings
Article Type1996-2012 1996-2014
N % N %
Descriptive 49 42 92 42
Empirical Affective 39 34 63 29
Outcomes 18 16 36 17
Assessment & Evaluation 0 0 8 4
Technological 10 9 18 8
Total 116 -- 217 --
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FindingsCategory 3: EMPIRICAL, OUTCOMES• Presents original data, qualitative or
quantitative, on student outcomes• First appeared in our sample in 2006 • Example outcomes:
o Learning, motivation, engagement, reflective practice
• Data collection:o Rubrics, case studies, questionnaires, interviews, etc.
• 36 articles: 34% of empirical,17% of sample
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© 2015 Chittum, Woodyard, Bryant
Findings
Article Type1996-2012 1996-2014
N % N %
Descriptive 49 42 92 42
Empirical Affective 39 34 63 29
Outcomes 18 16 36 17
Assessment & Evaluation
0 0 8 4
Technological 10 9 18 8
Total 116 -- 217 --
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FindingsCategory 3: EMPIRICAL, ASSESSMENT & EVALUATION• Presents original data on tools for assessing
students’ ePortfolios or some other assessment or evaluation o Not focused on impact of ePortfolio on outcomes or
perceptions of ePortfolios
• First recognized in our sample in 2013• Examples:
o Tests of rubrics/tools for assessing ePortfolioso Evaluating institutional preparedness for ePortfolio
implementation
• 8 articles: 7.4% of empirical, 3.6% of sample
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Discussion• What does this new category tell us about the
direction of research?
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Trend
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
0
10
20
30
40
50
60
70
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Next Steps• It makes sense that research started with
descriptive papers and empirical investigations into people’s perceptions.
• We must continue to focus on empirical evidence of student outcomes, validated assessment tools, and reliable platforms.
• We decided to help researchers and educators easily access information that can facilitate ePortfolio research and implementation as we continue this upward trend.
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Discussion• Raise of hands: how many of you have tried
to locate peer-reviewed articles about ePortfolios?
• As researchers and educators, what obstacles (if any) have you run in to trying to find research about ePortfolios?
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Obstacles• Generalities – show me what you are referencing!
What happened, specifically. More than a conclusion! MORE EMPIRICAL EVIDENCE PLEASE
• How does ePortfolio impact motivation- How do you demonstrate that impact?
• Disciplinary differences – journal locating. Pointing others to resources.
• Terms! • Applied and practical, local situations – need to
extract principles for widespread application!• Not a whole lot out there in general, even LESS for
a specific discipline.About ePortfolio
End
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eportfolio.uga.edu
Feel free to go to this site with your own device for the next part of the presentation
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Discussion• What could be helpful on this site for you
right now as a researcher and/or practitioner? (based on what you’ve seen so far)o Talk to those nearby
Obstacles
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End• Download a PDF of the handout on the website:
eportfolio.uga.edu/about-eportfolio/• Do you want a PPT on the website as well?• Remember: Collaborate and Contact Us
QUESTIONS?
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© 2015 Chittum, Woodyard, Bryant
ContactJessica Chittum, Virginia Tech, [email protected]
Jacquelyn Woodyard, Virginia Tech, [email protected]
Website contact: [email protected]