DIFFERENT USE OF E-PORTFOLIO: EVALUATION & INTERPRETATION

3. Conclusion and literature

A brief summary will draw conclusions from the interviews with the three groups (students, teachers, pupils) regarding the use of ePortfolios.

It is evident that all groups identify significant challenges. In particular, the technical complexity of tools such as Mahara and the extra work involved are perceived as difficult. Assessing the benefits is also challenging.

Students and pupils who are not directly involved in assessment processes cite more challenges than teachers, especially L4, who works intensively with ePortfolios. Many of the challenges are seen in education policy and institutional education systems, which make the effective use of ePortfolios more difficult. Teachers report positive changes in the classroom, such as increased pupil responsibility and an improved feedback culture. Pupils are experiencing increasing digitalisation in the learning environment.

To summarise, the analysis shows that ePortfolios offer potential for promoting learning and development processes, but are associated with considerable challenges in existing educational structures. A targeted approach that takes into account the needs and perspectives of all those involved is crucial for the successful implementation of ePortfolios in an educational context.  

4. Literature

Mayring, Philipp (2008). Qualitative Inhaltsanalyse. Grundlagen und Techniken (10. Aufl.). Weinheim: Beltz.