Intrinsic Motivational Factors in the Use of ePortfolios by Students in Master’s Degree Programs in Education

Keywords: E-portfolio, educational technology, higher education, perception, motivation

Abstract

In this paper, the authors intend to analyze the intrinsic factors that could motivate students to create and use an ePortfolio. The participants of the study were students of Master’s Degree Programs in Secondary Education from three different universities in Spain. For this study, the authors used an online, quantitative survey administered through Google Forms. The intrinsic motivation was measured using a survey adapted from the Intrinsic Motivation Inventory (IMI). This instrument evaluated the following dimensions: the perceived competence while working with the ePortfolio, the effort invested in the task, the value or usefulness of this task, and the pressure or tension felt by the students while carrying out this activity. Our data show that the most important intrinsic factors motivating students are the appreciation of the value and usefulness of the ePortfolio, followed by the students’ perception of the acquired competence.

Author Biographies

Monika Ciesielkiewicz, Universidad Complutense de Madrid

Ha trabajado como profesora universitaria en EE. UU., Polonia y España. Ha realizado estancias de investigación y ha participado en proyectos de investigación en centros internacionales en EE. UU., Corea del Sur, Rusia, Polonia y España. Autora de más de veinticinco artículos y capítul

David Méndez-Coca, Universidad Autónoma de Madrid

Profesor de la Universidad Autónoma de Madrid, premio extraordinario de doctorado, acreditado como titular por la ANECA, autor de más de treinta artículos, de numerosos capítulos y dos libros. Ha participado en más de treinta congresos en diferentes países. Ha dirigido varios proyectos en educación.

Miriam Méndez-Coca, Universidad Complutense de Madrid

Profesora del centro Universitario Villanueva, acreditada como Ayudante doctor, autora de más de diez artículos y de numerosos capítulos en libros. Ha participado en más de diez congresos en diferentes países. Ha dirigido varias tesis doctorales y varios proyectos de investigación en educación.

References

Barberà Gregori, E. y de Martín Rojo, E. (2009). Portafolio electrónico: Aprender a evaluar el aprendizaje. Editorial OUC.

Basso-Aránguiz, M., Bravo-Molina, M., Castro-Riquelme, A. y Moraga-Contreras, C. (2018). Propuesta de modelo tecnológico para Flipped Classroom (T-FliC) en educación superior. Revista Electrónica Educare, 22(2), 1-17. https://doi.org/10.15359/ree.22-2.2

Birks, M., Hartin, P., Woods, C., Emmanuel, E., y Hitchins, M. (2016). Students’ perceptions of the use of eportfolios in nursing and midwifery education. Nurse education in practice, 18, 46-51. https://doi.org/10.1016/j.nepr.2016.03.003

Bolliger, D. U. y Shepherd, C. E. (2010). Student perceptions of ePortfolio integration in online courses. Distance Education, 31(3), 295-314. https://doi.org/10.1080/01587919.2010.513955

Chen, M.-Y., Chang, F. M.-T., Chen, C.-C., Huang, M.-J., y Chen, J.-W. (2012). Why do individuals use e-Portfolios? Educational Technology & Society, 15(4), 114-125. http://www.jstor.org/stable/jeductechsoci.15.4.114

Cheng, G. y Chau, J. (2013). Exploring the relationship between students’ self-regulated learning ability and their ePortfolio achievement. The Internet and Higher Education, 17, 9-15. https://doi.org/10.1016/j.iheduc.2012.09.005

Ciesielkiewicz, M. (2015). El porfolio electrónico como recurso educativo y su impacto en la búsqueda de trabajo. Revista Tecnología, Ciencia y Educación, 2, 83-99. https://www.revistasocitec.org/index.php/TCE/article/view/53

Ciesielkiewicz, M. (2019). Education for employability: The ePortfolio from school principals’ perspective. On the Horizon, 27(1), 46-56. https://doi.org/10.1108/OTH-01-2019-0001

Ciesielkiewicz, M., Bonilla, C. F. y Santos Peñas, M. (2020). The acquisition of competences in transnational education through the ePortfolio. En Á. Herrero, C. Cambra, D. Urda, J. Sedano, H. Quintián y E. Corchado (Eds.), The 11th International Conference on EUropean Transnational Educational (ICEUTE 2020) (pp. 75-83). Springer. https://doi.org/10.1007/978-3-030-57799-5

Connect to Learning. (2019). About C2L. http://c2l.mcnrc.org/about/

Czaja, S. J., Charness, N., Fisk, A. D., Hertzog, C., Nair, S. N., Rogers, W. A. y Sharit, J. (2006). Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (create). Psychology and aging, 21(2), 333-352. https://doi.org/10.1037/0882-7974.21.2.333

Dahlstrom, E., Walker, J. D. y Dziuban, C. (2013). ECAR study of undergraduate students and information technology (Research Report). EDUCAUSE Center for Applied Research.

Deci, E. L. y Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology, 49(3), 182-185. https://doi.org/10.1037/a0012801

Erice, D. y Ertaş, A. (2011). The impact of e-portfolio on foreign language writing skills. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 44(2), 73-94. https://doi.org/10.1501/Egifak_0000001225

EUfolio (2020). EUfolio Partner Organizations. http://eufolio.eu/partners/

Eynon, B., y Gambino, L. M. (2017). High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning. Stylus Publishing, LLC.

Hallam, G. y Creagh, T. (2010). ePortfolio use by university students in Australia: A review of the Australian ePortfolio Project. Higher Education Research & Development, 29(2), 179-193. https://doi.org/10.1080/07294360903510582

Harring, K. y Luo, T. (2016). Eportfolios: Supporting Reflection and deep learning in high-impact practices. Peer Review: Association of American Colleges & Universities, 18(3). https://www.aacu.org/peerreview/2016/summer/Harring

Hart Research Associates (2013). It takes more than a major: Employer priorities for college learning and student success. Liberal Education, 99(2). https://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf

Jenson, J. D. (2011). Promoting self-regulation and critical reflection Through writing students’ use of electronic portfolio. International Journal of ePortfolio, 1(1), 49-60. http://theijep.com/pdf/IJEP19.pdf

Kabilan, M. K. y Khan, M. A. (2012). Assessing pre-service English language teachers’ learning using e-portfolios: Benefits, challenges and competencies gained. Computers & Education, 58(4), 1007-1020. https://doi.org/10.1016/j.compedu.2011.11.011

Klampfer, A. y Köhler, T. (2015). Learners’ and teachers’ motivation toward using e-portfolios. An empirical investigation. International Journal Continuing Engineering Education and Life-Long Learning, 25(2), 189-207. https://doi.org/10.1504/IJCEELL.2015.069867

McAuley, E., Duncan, T. y Tammen, V. V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research quarterly for exercise and sport, 60(1), 48-58. https://doi.org/10.1080/02701367.1989.10607413

Méndez, D. y Sota, J. (2017). La influencia del uso del tablet en la motivación en ciencias de los alumnos de primaria. Enseñanza de ciencias, extraordinario, 975-980. https://www.raco.cat/index.php/Ensenanza/issue/view/25743

Mendez, D., Mendez, M. y Anguita, J. (2018). Motivation of 14-year-old students using tablets, compared to those using textbooks and workbooks. International Journal of Interactive Mobile Technologies (iJIM), 12(4), 86-96. https://doi.org/10.3991/ijim.v12i4.9203

Mobarhan, R., Rahman, A. A. y Majidi, M. (2015). Electronic portfolio motivational factors from students’ perspective: A qualitative study. Knowledge Management & E-Learning, 7(2), 265-279. https://doi.org/10.34105/j.kmel.2015.07.017

Namlu, A. G. (2003). The effect of learning strategy on computer anxiety. Computers in Human Behavior, 19(5), 565-578. https://doi.org/10.1016/S0747-5632(03)00003-7

Redecker, C. (2013). The use of ICT for the assessment of key competences. Joint Research Centre of the European Commission Scientific and Policy Report. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/use-ict-assessment-key-competences

Wakimoto, D. K. y Lewis, R. E. (2014). Graduate student perceptions of eportfolios: Uses for reflection, development, and assessment. The Internet and Higher Education, 21, 53-58. https://doi.org/10.1016/j.iheduc.2014.01.002

Welsh, M. (2012). Student perceptions of using the PebblePad e-portfolio system to support self-and peer-based formative assessment. Technology, Pedagogy and Education, 21(1), 57-83. https://doi.org/10.1080/1475939X.2012.659884

Winne, P. H. y Hadwin, A. F. (2012). The weave of motivation and self-regulated learning. En D. H. Schunk y B. J. Zimmerman (Eds.), Motivation and self-regulated learning (pp. 309-326). Routledge.

Zainal-Abidin, W., Uisimbekova, A. y Alias, R. A. (2011, November). Post-implementation strategy for the adoption of e-portfolio among students in a Malaysian public university. En 2011 International Conference on Research and Innovation in Information Systems (ICRIIS), (pp. 1-5). IEEE. https://doi.org/10.1109/ICRIIS.2011.6125670

Zellers, M. y Mudrey, R. (2007). Electronic portfolios and metacognition: A phenomenological examination of the implementation of e-Portfolios from the Instructors’ perspective. International Journal of Instructional Media, 34(4), 419- 430

Published
2021-03-11
How to Cite
Ciesielkiewicz, M., Méndez-Coca, D., & Méndez-Coca, M. (2021). Intrinsic Motivational Factors in the Use of ePortfolios by Students in Master’s Degree Programs in Education. Revista Electrónica Educare, 25(2), 1-14. https://doi.org/10.15359/ree.25-2.7
Section
Articles (Peer Reviewed Section)

Comentarios (ver términos de uso)