An exploration of agency enactment in e-portfolio learning co-design
DOI:
https://doi.org/10.1344/der.2024.45.190-203Keywords:
e-portfolio, agency, co-design, educational technology, secondary educationAbstract
Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design in secondary education, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. Among the findings, it can be argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students’ agency and provide educators with guidance.
References
Ali, K., Du, X., & Lundberg, A. (2023). Does problem‐based learning facilitate enactment of learner agency in undergraduate dental curricula? A Q study. European Journal of Dental Education, 27(4), 823–832. https://doi.org/10.1111/eje.12872
Alshahrani, A., & Windeatt, S. (2012). Using an e-Portfolio System to Improve the Academic Writing Performance of ESL Students. CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings, 10–14. https://doi.org/10.14705/rpnet.2012.000018
Amaya, P., Agudo, J. E., Sánchez, H., Rico, M., & Hernández-Linares, R. (2013). Educational e-portfolios: Uses and Tools. Procedia - Social and Behavioral Sciences, 93, 1169–1173. https://doi.org/10.1016/j.sbspro.2013.10.009
Ang, J. A. (2015). High Performance Computing Co-Design Strategies. Proceedings of the 2015 International Symposium on Memory Systems, 51–52. https://doi.org/10.1145/2818950.2818959
Ayaawan, A. E., & Adika, G. S. K. (2023). Dialogue and subject positioning in pedagogical practice: The academic literacies classroom in a Ghanaian University. Teaching in Higher Education, 28(8), 1957–1973. https://doi.org/10.1080/13562517.2021.1943653
Ayan, D., & Seferoğlu, G. (2011). Using electronic portfolios to promote reflective thinking in language teacher education. Educational Studies, 37(5), 513–521. https://doi.org/10.1080/03055698.2010.539782
Barrett, H. C. (2007). Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436–449. https://doi.org/10.1598/JAAL.50.6.2
Beckers, J., Dolmans, D., & Van Merriënboer, J. (2016). e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.2528
Bergström, A. L., Eriksson, G., Asaba, E., Erikson, A., & Tham, K. (2015). Complex negotiations: The lived experience of enacting agency after a stroke. Scandinavian Journal of Occupational Therapy, 22(1), 43–53. https://doi.org/10.3109/11038128.2014.954611
Boholano, H. B., Sanchez, J. M. P., Balo, V. T. M., & Navarro, T. M. M. (2022). Utilization of e-Portfolios in Teacher Education Institutions of Higher Education in Central Visayas, Philippines. International Journal of Information and Education Technology, 12(9), 912–920. https://doi.org/10.18178/ijiet.2022.12.9.1701
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71(2), 195–208. https://doi.org/10.1007/s10734-015-9896-4
Breaden, J., Do, T., Moreira Dos Anjos-Santos, L., & Normand-Marconnet, N. (2023). Student empowerment for internationalisation at a distance: Enacting the students as partners approach in virtual mobility. Higher Education Research & Development, 42(5), 1182–1196. https://doi.org/10.1080/07294360.2023.2193728
Chaaban, Y., Qadhi, S., & Du, X. (2021). Student Teachers’ Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course. Eurasia Journal of Mathematics, Science and Technology Education, 17(7), em1980. https://doi.org/10.29333/ejmste/10978
Chang, C.-C., Liang, C., Chou, P.-N., & Liao, Y.-M. (2018). Using e-portfolio for learning goal setting to facilitate self-regulated learning of high school students. Behaviour & Information Technology, 37(12), 1237–1251. https://doi.org/10.1080/0144929X.2018.1496275
Charteris, J., & Smardon, D. (2018). A typology of agency in new generation learning environments: Emerging relational, ecological and new material considerations. Pedagogy, Culture & Society, 26(1), 51–68. https://doi.org/10.1080/14681366.2017.1345975
Creswell, J.W., Plano Clark, V.L., Gutmann, M.L., & Hanson, W.E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in the social and behavioral research (pp. 209-240). Sage.
Crowhurst, P., & Cornish, L. (2020). Factors in Agency Development: A Supervisory Teaching Perspective. Australian Journal of Teacher Education, 45(9), 24–41. https://doi.org/10.14221/ajte.2020v45n9.2
De Benito Crosetti, B., & Salinas Ibáñez, J. M. (2016). La Investigación Basada en Diseño en Tecnología Educativa. Revista Interuniversitaria de Investigación En Tecnología Educativa. https://doi.org/10.6018/riite2016/260631
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational research review, 10, 45-65. https://doi.org/10.1016/j.edurev.2013.05.001
Eteläpelto, A. (2017). Emerging Conceptualisations on Professional Agency and Learning. In M. Goller & S. Paloniemi (Eds.), Agency at Work (Vol. 20, pp. 183–201). Springer International Publishing. https://doi.org/10.1007/978-3-319-60943-0_10
Fuglík, V. (2013). Use of E-Portfolios in Education. International Journal of Information and Communication Technologies in Education, 2(1), 5–16. https://doi.org/10.1515/ijicte-2013-0001
Galván-Fernández, C., Rubio-Hurtado, M. J., Martínez-Olmo, F., & Rodríguez-Illera, J. L. (2017). Can the integration of a PLE in an e-portfolio platform improve generic competences? Journal of New Approaches in Educational Research, 6(2), 112–118. https://doi.org/10.7821/naer.2017.7.230
Ghany Abdel, S., & Alzouebi, K. (2019). Exploring Teacher Perceptions of Using E-portfolios in Public Schools in the United Arab Emirates. International Journal of Education and Literacy Studies, 7(4), 180. https://doi.org/10.7575/aiac.ijels.v.7n.4p.180
Hakanurmi, S., Palonen, T., & Murtonen, M. (2021). Digital Stories Representing Agency Enhancement at Work. Adult Education Quarterly, 71(3), 251–271. https://doi.org/10.1177/0741713621989990
Hempel-Jorgensen, A. (2015). Learner agency and social justice: What can creative pedagogy contribute to socially just pedagogies? Pedagogy, Culture & Society, 23(4), 531–554. https://doi.org/10.1080/14681366.2015.1082497
Hetenyi, G., Lengyel, A., & Szilasi, M. (2019). Quantitative analysis of qualitative data: Using voyant tools to investigate the sales-marketing interface. Journal of Industrial Engineering and Management, 12(3), 393. https://doi.org/10.3926/jiem.2929
Hesse-Biber, S. (2010). Qualitative Approaches to Mixed Methods Practice. Qualitative Inquiry, 16(6), 455-468. https://doi.org/10.1177/1077800410364611
Hökkä, P., Vähäsantanen, K., & Mahlakaarto, S. (2017). Teacher educators’ collective professional agency and identity – Transforming marginality to strength. Teaching and Teacher Education, 63, 36–46. https://doi.org/10.1016/j.tate.2016.12.001
Hwang, Y., & Oh, J. (2021). The Relationship between Self-Directed Learning and Problem-Solving Ability: The Mediating Role of Academic Self-Efficacy and Self-Regulated Learning among Nursing Students. International Journal of Environmental Research and Public Health, 18(4), 1738. https://doi.org/10.3390/ijerph18041738
Jääskelä, P., Poikkeus, A.-M., Vasalampi, K., Valleala, U. M., & Rasku-Puttonen, H. (2017). Assessing agency of university students: Validation of the AUS Scale. Studies in Higher Education, 42(11), 2061–2079. https://doi.org/10.1080/03075079.2015.1130693
Jääskelä, P., Tolvanen, A., Marín, V. I., & Poikkeus, A.-M. (2023). Assessment of students’ agency in Finnish and Spanish university courses: Analysis of measurement invariance. International Journal of Educational Research, 118, 102140. https://doi.org/10.1016/j.ijer.2023.102140
Jorrín Abellán, I. M., Fontana Abad, M., & Rubia Avi, B. (coord.) (2021). Investigar en educación: Manual y guía práctica. Editorial Síntesis
Le, Q. (2012). E‐Portfolio for enhancing graduate research supervision. Quality Assurance in Education, 20(1), 54–65. https://doi.org/10.1108/09684881211198248
Leow, R. (2019). Understanding Agency: A Proxy Power Definition. The Cambridge Law Journal, 78(1), 99–123. https://doi.org/10.1017/S0008197318000971
López-Crespo, G., Blanco-Gandía, M. C., Valdivia-Salas, S., Fidalgo, C., & Sánchez-Pérez, N. (2022). The educational e-portfolio: Preliminary evidence of its relationship with student’s self-efficacy and engagement. Education and Information Technologies, 27(4), 5233–5248. https://doi.org/10.1007/s10639-021-10827-2
Ma, K., & Hommel, B. (2015). The role of agency for perceived ownership in the virtual hand illusion. Consciousness and Cognition, 36, 277–288. https://doi.org/10.1016/j.concog.2015.07.008
Negre-Bennasar, F., Crosetti, B. B., Tur Ferrer, G., & Villatoro-Moral, S. (2023). Diseño e implementación de un modelo Aprendizaje-Servicio dirigido a los Objetivos de Desarrollo Sostenible aplicando técnicas de codiseño. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 26(3), 177–193. https://doi.org/10.6018/reifop.558221
Neha, & Kim, E. (2023). Identifying Content-Related and Non-content-related Queries in Online Discussion Forums Using Voyant Tools. International Journal of Information and Education Technology, 13(4), 614–620. https://doi.org/10.18178/ijiet.2023.13.4.1845
Ngui, W., Pang, V., Hiew, W., & Tan, C. K. (2019). Designing an e-Portfolio Framework for Academic Writing of Second Language Learners. International Journal of Language Education and Applied Linguistics, 1–13. https://doi.org/10.15282/ijleal.v9.2065
Romero, L. L. M., & Villach, M. J. R. (2016). Usos de las TIC y su temporalidad en prácticas evaluativas del profesorado de educación secundaria. Digital Education Review, 147-164. https://doi.org/10.1344/der.2016.30.147-164
Rasulova, M. (2022). The Impact of Learner Agency and Self-Regulated Learning in EFL Classes. International Journal of Social Science and Human Research, 05(02). https://doi.org/10.47191/ijsshr/v5-i2-44
Razali, N. F. Y. M., Hamid, J., & Hashim, H. (2021). E-portfolio Implementation in Malaysian School: A Need Analysis. International Journal of Academic Research in Progressive Education and Development, 10(4), Pages 60-71. https://doi.org/10.6007/IJARPED/v10-i4/11842
Reynolds, C., & Patton, J. (2014). Leveraging the ePortfolio for integrative learning: A faculty guide to classroom practices for transforming student learning (First edition). Stylus.
Rossi Giuseppe, P., Magnoler, P., & Giannandrea, L. (2008). From an e‐portfolio model to e‐portfolio practices: Some guidelines. Campus-Wide Information Systems, 25(4), 219–232. https://doi.org/10.1108/10650740810900667
Tur, G., Castañeda, L., Torres-Kompen, R. & Carpenter, J.P. (2022) A literature review on self-regulated learning and personal learning environments: features of a close relationship. Interactive Learning Environments. http://doi.org/10.1080/10494820.2022.2121726
Tur, G., & Urbina, S. (2014). Blogs as Eportfolio Platforms in Teacher Education: Affordances and Limitations Derived from Student Teachers’ Perceptions and Performance on their Eportfolios. Digital Education Review, 26, 1-23. https://doi.org/10.1344/der.2014.0.1-23
Tur, G., & Urbina, S. (2016). Collaboration in ePortfolios with Web 2.0 tools in initial teacher training / La colaboración en eportafolios con herramientas de la Web 2.0 en la formación docente inicial. Cultura y Educación, 28(3), 601–632. https://doi.org/10.1080/11356405.2016.1203528
Tur, G., Urbina, S., & Forteza, M. D. (2019). Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning. Digital Education Review, 18–35. https://doi.org/10.1344/der.2019.35.18-35
Scully, D., Michael O ’ Leary, & Brown, M. (2018). The Learning Portfolio in Higher Education: “A Game of Snakes and Ladders.” https://doi.org/10.13140/RG.2.2.18883.71208
Watling, C., Ginsburg, S., LaDonna, K., Lingard, L., & Field, E. (2021). Going against the grain: An exploration of agency in medical learning. Medical Education, 55(8), 942–950. https://doi.org/10.1111/medu.14532
Watson, B. M., & Bullard, J. (2022). “I’m really happy when sometimes I end up on a shelf that seems sort of right:” Historians’ Reactions to the Cataloging and Classification of their Own Work. Proceedings of the Association for Information Science and Technology, 59(1), 335–345. https://doi.org/10.1002/pra2.757
Xe, W. N. Y., Pang, V., & Hiew, W. (2019). A Review of E-Portfolios in Malaysian Higher Education. International Journal of Academic Research in Progressive Education and Development, 8(4), Pages 301-311. https://doi.org/10.6007/IJARPED/v8-i4/6515
Yang, M., Tai, M., & Lim, C. P. (2016). The role of e‐portfolios in supporting productive learning. British Journal of Educational Technology, 47(6), 1276–1286. https://doi.org/10.1111/bjet.12316
Younas, A., Pedersen, M., & Inayat, S. (2023). Practical strategies to identify and address discordant findings in mixed methods research. Research Methods in Medicine & Health Sciences, 4(1), 24–33. https://doi.org/10.1177/26320843221122342
Zhang, P., & Tur, G. (2022). Educational e-Portfolio Overview: Aspiring for the Future by Building on the Past. IAFOR Journal of Education, 10(3), 51–74. https://doi.org/10.22492/ije.10.3.03
Zhang, P., & Tur, G. (2023a). Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy. International Journal of Educational Methodology, 9(3), 585–601. https://doi.org/10.12973/ijem.9.3.585
Zhang, P. & Tur, G. (2023b). A Co-design Approach for Collaborative e-Portfolio Use in Higher Education: Introducing the Co-PIRS Model. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 87-92). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/222486/
Zhang P. & Tur, G. (2023c, November 3). Exploring Students’ Agency in ePortfolio Implementation: A Case Study. The 6th International Conference on Education Technology Management (ICETM), Guangzhou, China. https://doi.org/10.1145/3637907.3637975
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Peng Zhang, Gemma Tur
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.