The digital portfolio as a learning tool in practice supervision during the COVID-19 pandemic

Authors

DOI:

https://doi.org/10.7203/realia.29.23810

Keywords:

portfolio, supervision, practicum, COVID-19, pandemics

Abstract

Professional practice is fundamental because it represents the link between theoretical training and the application of skills and knowledge in the professional field. In March 2020, howe- ver, COVID-19 obliged teaching staff to redesign their professional practicums to ensure that they satisfied the requirements established for their training activities. In this context, digital portfolios were seen as a fundamental tool. The main aim of this article is to analyse the usefulness of the digital portfolio as a learning tool for the supervision of students taking part in practicums as part of their Master’s in Social Intervention at the Public University of Navarre. Our research methodo- logy involves a qualitative case study in which we analysed digital portfolios prepared by students during the 2019-2020 and 2020-2021 academic years. We show that, as a supervision tool, these port- folios have more strengths than weaknesses. Moreover, our conclusions provide numerous useful suggestions for improving the future use of these portfolios.

Downloads

Download data is not yet available.

References

Álvarez, A., y Moxley, D. (2004). The Student Portafolio in Social Work Education. Journal of Teaching in Social Work, 24(1-2), 87–103. https://doi.org/10.3390/ijerph182010904

 

Baeriswyl, C., Busset, F., y Jan, D. (2019). ePortafolio dans le processus de construction identitaire professionnel. En F. Lafleur, V. Grenon, y G. Samson (Eds.), Pratiques et innovations à l’ère du numérique en formation à distance: technologie, pédagogie et formation (pp. 53–76). Presses de l’Université du Québec.

 

Barras, H. (2020). Évaluer dans l’urgence: en repensant sa planification à l’aide des principes issus de la gestion de crise. Évaluer. Journal international de recherche en éducation et formation, 1, 17–24. Descargado de https://journal.admee.org/index.php/ejiref/article/ view/214/117

 

Cabero, J., López, E., y Jaén, A. (2013). Los portafolios educativos virtuales en las aulas universitarias. Instrumentos didácticos para la innovación docente y la calidad de los procesos de enseñanza y aprendizaje. Enseñanza & Teaching. Revista interuniversitaria de didáctica, 31(1), 43–70. Descargado de https://dialnet.unirioja.es/servlet/articulo?codigo=4616075&orden=1&info=link

 

Ciesielkiewicz, M. (2019). The use of e-portafolios in higher education: From the students’ perspective. Issues in Educational Research, 29, 649–667. Descargado de https://www.iier.org.au/iier29/ciesielkiewicz.pdf

 

Cobos-Sanchiz, D., López-Meneses, E., y Llorent-Vaquero, M. (2016). Propuesta de Innovación Didáctica con Portafolios Electrónicos en Formato Blog: Un Caso de Estudio en una Universidad. Formación Universitaria, 9(6), 27–42. http://dx.doi.org/ 10.4067/S0718-50062016000600004

 

Cuesta, A., y González, V. (2020). El portafolio digital: una herramienta para el desarrollo de la competencia comunicativa, digital y reflexiva. En R. R. Vila (Ed.), La docencia en la Enseñanza Superior (pp. 1171–1182). Barcelona: Octaedro. Descargado de http:// hdl.handle.net/10045/110289

 

Díaz-Jiménez, R. M., Caravaca-Sánchez, F., Martín-Cano, M. C., y Fuente-Robles, Y. M. D. L. (2020). Anxiety levels among social work students during the COVID-19 lockdown in Spain. Social Work in Health Care, 59(9-10), 681–693. https://doi.org/10.1080/00981389.2020.1859044

 

Domene-Martos, S., Rodríguez-Gallego, M., Caldevilla-Domínguez, D., y Barrientos-Báez, (2021). The Use of Digital Portafolio in Higher Education before and during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 18(20), 10904–10904. https://doi.org/10.3390/ijerph182010904

 

Edelhauser, E., y Lupu-Dima, L. (2021). One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System. International Journal of Environmental Research and Public Health, 18(15), 8129–8129. https://doi.org/10.3390/ijerph18158129

 

Elango, S., Jutti, R. C., y Lee, L. K. (2005). Portafolio as a learning tool: Students’ perspective. Annals Academy of Medicine Singapore, 34(8), 511–514.

 

González, L. M., Núñez, M. S., y Gómez, E. S. (2019). Las Competencias Docentes y el Portafolio Digital: Crear Espacios de Aprendizaje y Evaluación en la Formación Inicial del Profesorado. Un Estudio de Casos. Revista Iberoamericana de Evaluación Educativa, 12(2), 111–131. https://doi.org/10.15366/riee2019.12.2.006

 

Heron, G., Lerpiniere, J., y Church, S. (2010). Portafolios and practice-based learning. The Journal of Practice Teaching and Learning, 10(1), 5–26. https://doi.org/10.1921/jpts.v10i1.235

 

Hurtado, M. R., Fernández, C. G., y Illera, J. R. (2013). Propuesta didáctica para el uso de portafolios digitales en educación superior. Edutec. Revista Electrónica de Tecnología Educativa, 43, 229–229. https://doi.org/10.21556/edutec.2013.43.334

 

Ives, B. (2021). University students experience the COVID-19 induced shift to remote instruction. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00296-5

 

Josephsen, J. (2012). Electronic Portafolios for Distance Learning: A Case from a Nursing Clinical Course. International Journal of ePortafolio, 2(1), 15–27. Descargado de https:// www.theijep.com/pdf/IJEP51.pdf

 

Klampfer, A., y Köhler, T. (2015). Learners’ and teachers’ motivation toward using e- portafolios. An empirical investigation. International Journal of Continuing Engineering Education and Life-Long Learning, 25(2), 189–189. Descargado de https://www.inderscienceonline.com/doi/abs/10.1504/IJCEELL.2015.069867

 

Kunnari, I., y Laurikainen, M. (Eds.). (2017). Collection of Engaging practices on ePortafolio Process.

 

López-Fernández, O., y Rodríguez-Illera, J. (2009). Investigating university students’ adaptation to a digital learner course portafolio. Computers & Education, 52(3), 608– 616. https://doi.org/10.1016/j.compedu.2008.11.003

 

Marinho, P., Fernandes, P., y Pimentel, F. (2021). The digital portafolio as an assessment strategy for learning in higher education. Distance Education, 42(2), 253–267. https:// doi.org/10.1080/01587919.2021.1911628

 

Meneses, E. L., Vázquez-Cano, E., y Martínez, A. J. (2017). Los portafolios digitales grupales: un estudio diacrónico en la Universidad Pablo Olavide. Revista de Humanidades, 31, 123–123. https://doi.org/10.5944/rdh.31.2017.19076

 

Moreno-Fernández, O., y Moreno-Crespo, P.     (2017).    El portafolio digital como herramienta didáctica: una evaluación crítica de fortalezas y debilidades. Revista de Humanidades(30), 11–30. https://doi.org/10.5944/rdh.30.2017.18200

 

Morreale, C., Zile-Tamsen, C. V., Emerson, C. A., y Herzog, M. (2017). Thinking skills by design: Using a capstone ePortafolio to promote reflection, critical thinking, and curriculum integration. International Journal of ePortafolio, 7 (1), 13–28. Descargado de http://files.eric.ed.gov/fulltext/EJ1142743.pdf

 

Nguyen, L., y Ikeda, M. (2015). The effects of ePortafolio-based learning model on student self-regulated learning. Active Learning in Higher Education, 16(3), 197–209. https:// doi.org/10.1177/1469787415589532

 

Ordóñez-Almeida, K. G., García-Herrera, D. G., Erazo-Álvarez, C. A., y Erazo-Álvarez, J. C. (2020). Impacto del COVID-19 en Educación Superior: Universidad Católica de Cuenca. Revista Arbitrada Interdisciplinaria Koinonía, 5(1), 221–221. http://dx.doi.org/10.35381/ r.k.v5i1.781

 

Ortega, V. S., y Llach, M. (2016). Pedagogías disruptivas para la formación inicial de profesorado: usando Bolgs como e- portafolio. Profesorado, Revista de Currículum y Formación del Profesorado, 20, 382–398. Descargado de https://recyt.fecyt.es/index.php/ profesorado/article/view/52112

 

Raby, C., Tremblay-Wragg, E., Viola, S., y Meunier, H. (2020). Portafolio numérique en contexte de pandémie. Perception des futurs enseignants à l’égard du portafolio numérique en formation initiale: propositions pour l’évaluation formative des compétences professionnelles en contexte de pandémie et d’enseignement à distance. International Journal of Technologies in Higher Education, 17 (3), 209–222. https:// doi.org/10.18162/ritpu-2020-v17n3-19

 

Schmidt-Hanbidge, A., McMillan, C., y Scholz, K. (2018). Engaging with ePortafolios: Teaching Social Work Competencies through a Program-wide Curriculum. The Canadian Journal for the Scholarship of Teaching and Learning, 9(3).

 

Sharifi, M., Soleimani, H., y Jafarigohar, M.     (2017).    E-portafolio evaluation and vocabulary learning: Moving from pedagogy to andragogy: E-portafolio evaluation and vocabulary learning. British Journal of Educational Technology: Journal of the Council for Educational Technology, 48(6), 1441–1450. https://doi.org/10.1111/bjet.12479

 

Shepherd, C. E., y Bolliger, D. U. (2014). Managing communication and professional development in online graduate programs with electronic portafolios. Online Journal of Distance Learning Administration, 17 (2), 72–80. Descargado de https://www.westga.edu/~distance/ojdla/summer172/shepherd_bolliger172.html

 

Sidell, N. (2003). The Course Portafolio. A Valuable Teaching Tool. Journal of Teaching in Social Work, 23(3-4), 91–106. https://doi.org/10.1300/J067v23n03_08

 

Thyer, B. (2003). A Student Portafolio Approach to Conducting Doctoral Social Work Comprehensive Examinations. Journal of Teaching In Social Work, 23(3-4), 117–126. https://doi.org/10.1300/J067v23n03_10

 

Torres-Ruiz, M., Robinson-Ector, K., Attinson, D., Trotter, J., Anise, A., y Clauser, S. (2018). A Portafolio Analysis of Culturally Tailored Trials to Address Health and Healthcare Disparities. International Journal of Environmental Research and Public Health, 15(9), 1859–1859. https://doi.org/10.3390/ijerph15091859

 

UNESCO (Ed.). (2020). Informe de seguimiento de la educación en el mundo. Inclusión y educación: todos y todas sin excepción. París.

Downloads

Additional Files

Published

2022-07-15

How to Cite

Viscarret, J. J., Úriz, M. J., & Ballestero, A. (2022). The digital portfolio as a learning tool in practice supervision during the COVID-19 pandemic. Research in Education and Learning Innovation Archives, (29), 59–72. https://doi.org/10.7203/realia.29.23810
Metrics
Views/Downloads
  • Abstract
    1437
  • Datos (No para revisores) (Español)
    4
  • PDF (Español)
    1169
  • EPUB (Español)
    433
  • HTML (Español)
    1117

Issue

No. 29 (2022)

Section

THEMATIC ISSUES

License

Authors who publish with this journal agree to the following terms:

  1. The Universitat de València is the editor of Research in Education and Learning Innovation Archives (REALIA) and retains the copyright of all that is published in the journal, while it allows and favours reuse under a copyleft license.
  2. The originals published in this journal are – unless otherwise specified – under a Creative Commons License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).

Research in Education and Learning Innovation Archives (REALIA) encourages authors to disseminate and give visibility to their research published in this journal. For this, REALIA wishes to inform that:

  1. Authors retain copyright and grant the journal right of first publication.
  2. The work is simultaneously licensed under a Creative Commons Attribution License: Attribution-NonComercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0).
  3. Self-archive: Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) to promote greater visibility and citation, with an acknowledgement of its first publication in this journal.

Metrics

Similar Articles

1 2 3 > >> 

You may also start an advanced similarity search for this article.