Using eportfolios to encourage responsible feedback

  • Lucia Morales Dublin Institute of Technology Department of Accounting and Finance Room 3023, Aungier Street Dublin 2 Dublin Ireland
  • Amparo Soler Dominguez Departament de Finances i Comptabilitat Facultat de Ciències Jurídiques i Econòmiques Universitat Jaume I Campus del Riu Sec
Keywords: Student feedback, responsible feedback, ePortfolios, student-centred-approach

Abstract

This article aims to look at the value that ePortfolios can add to business studies, specifically in the financial field. In order to answer the question, Do ePortfolios contribute to the development and enhancement of responsible feedback in the classroom?, the study analyzed the work done by postgraduate students pursuing a Master’s degree in finance. A total of 151 ePortfolios were reviewed and analyzed, and a selection of comments from students is presented in order to support the main findings of the literature review. The authors considered this approach to be appropriate in order to offer an objective analysis on existing research and how their own students’ views blend with developed literature in the area. The authors also offer their own know-how on how ePortfolios can be integrated as part of the postgraduate learning experience. The researchers identified ePortfolios as being a complementary tool that help educators and students to get a better understanding of the course material and offer students an opportunity to reflect on their own learning and course performance. They also identified a lack of research on how ePortfolios can be used as part of the students learning experience in postgraduate education specialised in finance.

DOI: 10.18870/hlrc.v5i3.245

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Published
2015-09-30
How to Cite
Morales, L., & Soler Dominguez, A. (2015). Using eportfolios to encourage responsible feedback. Higher Learning Research Communications, 5(3), 14-27. https://doi.org/10.18870/hlrc.v5i3.245
Section
Articles