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An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context

An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context

Matlala V. Makokotlela
Copyright: © 2020 |Volume: 16 |Issue: 4 |Pages: 13
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799803508|DOI: 10.4018/IJICTE.2020100109
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MLA

Makokotlela, Matlala V. "An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context." IJICTE vol.16, no.4 2020: pp.122-134. http://doi.org/10.4018/IJICTE.2020100109

APA

Makokotlela, M. V. (2020). An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context. International Journal of Information and Communication Technology Education (IJICTE), 16(4), 122-134. http://doi.org/10.4018/IJICTE.2020100109

Chicago

Makokotlela, Matlala V. "An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context," International Journal of Information and Communication Technology Education (IJICTE) 16, no.4: 122-134. http://doi.org/10.4018/IJICTE.2020100109

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Abstract

There has been a growing interest in using an e-portfolio as an alternative method of assessment in an open distance eLearning environment. The use of an e-portfolio as another method of assessment in Environmental Education (EE) has not been sufficiently researched. The purpose of this study was to explore how the use of an e-Portfolio as an alternative method of assessment enhances pre-service teachers' technological pedagogy in an environmental education module. Qualitative data was collected using interviews and document analysis. The study employed interpretive paradigm, connectivism theory, and purposive sampling. A qualitative approach was employed to analyse and identify emerging themes from the data. The qualitative findings are that the e-portfolio was significant in assessing sustainable education, enhanced the pre-service teachers' digital pedagogy. Challenges included a lack of computer skills, connectivity, support during compilation of e-portfolio, and sufficient activities to promote teachers' digital pedagogy.