USING E-PORTFOLIOS FOR ACTIVE STUDENT ENGAGEMENT IN THE ODEL ENVIRONMENT

Abstract

Aim/Purpose This study explored the use of e-portfolios in fostering student engagement with their lecturers, content, and other students during the COVID-19 pan-demic. Background Although e-portfolios are still a relatively new trend in developing countries, they are becoming an alternative teaching and learning tool in distance educa-tion and online environments. Research has placed e-portfolios as channels through which important skills such as self-directed learning, critical thinking, and lifelong learning can be infused. Most research has focused on students’ perceptions of e-portfolios and/or implementation and adoption thereof, and not on how lecturers can design learning objects that foster active student en-gagement with the e-portfolios. Methodology Within an interpretive paradigm, the research followed a qualitative approach. Semi-structured interviews were held with nine purposefully selected lecturers in the College of Education (CEDU) and College of Human Sciences (CHS) in a South African ODeL university and document analysis reviewed undergradu-ate and postgraduate e-portfolio modules. A thematic approach was employed to analyze data. Contribution This study adds to the existing knowledge on how lecturers can design learning objects that foster active student engagement with the e-portfolios taking into consideration the three presences of community of enquiry in designing learn-ing activities and this study suggests a definition of portfolio for better under-standing in a different context. Findings The findings revealed that e-portfolios can promote active student engagement in Open Distance eLearning (ODeL) spaces. for Practitioners The study recommends that lecturers should design learning objects in e-port-folios that require a high level of level student engagement. The study also rec-ommends that higher education institutions (HEIs) provide lecturers with ap-propriate technical support and relevant continuous training on the design and development of learning objects in e-portfolios. Recommendations for Researchers Researchers can expand the study to other ODeL institutions of learning in Af-rica to validate the findings and find more options. Impact on Society E-portfolios by their nature are designed to promote personal reflection, collab-oration, and digital literacy among students, and thus are appropriate vehicles through which active student engagement can be fostered. Future Research A broader study can be conducted on how lecturers can design learning objects that foster active student engagement with e-portfolios for educational pur-poses