Using e-portfolios to elevate knowledge amassment among university students

Chi Cheng Chang; Chaoyun Liang; Kuo Hung Tseng; Ju Shih Tseng

doi:10.1016/j.compedu.2013.10.015

Using e-portfolios to elevate knowledge amassment among university students

Chi Cheng Chang^*, Chaoyun Liang, Kuo Hung Tseng, Ju Shih Tseng

^*Corresponding author for this work

Department of Technology Application and Human Resource Development

Research output: Contribution to journal › Article › peer-review

13 Citations (Scopus)

Abstract

The study aimed to explore the effect of e-portfolios on knowledge amassment. Participants were juniors majoring in multimedia design and taking the course Analysis on Digital Game Industry at a university. They were randomly selected and assigned to an experimental group with 43 students or to a control group with 45 students. Students in the experimental group created their personal e-portfolios by using blogs, whereas students in the control group did not. The experiment lasted nine weeks, and took 3 h per week. The study results showed that the experimental group had significantly higher knowledge amassment after using e-portfolios than before. The experimental group had significantly better knowledge amassment than the control group did. This indicated that the effects of blog-based portfolios on knowledge amassment was significantly positive.

Original language	English
Pages (from-to)	187-195
Number of pages	9
Journal	Computers and Education
Volume	72
DOIs	https://doi.org/10.1016/j.compedu.2013.10.015
Publication status	Published - 2014 Mar

Keywords

Blog
Blog-based portfolio
E-portfolio
Knowledge amassment

ASJC Scopus subject areas

General Computer Science
Education

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10.1016/j.compedu.2013.10.015

Cite this

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title = "Using e-portfolios to elevate knowledge amassment among university students",

abstract = "The study aimed to explore the effect of e-portfolios on knowledge amassment. Participants were juniors majoring in multimedia design and taking the course Analysis on Digital Game Industry at a university. They were randomly selected and assigned to an experimental group with 43 students or to a control group with 45 students. Students in the experimental group created their personal e-portfolios by using blogs, whereas students in the control group did not. The experiment lasted nine weeks, and took 3 h per week. The study results showed that the experimental group had significantly higher knowledge amassment after using e-portfolios than before. The experimental group had significantly better knowledge amassment than the control group did. This indicated that the effects of blog-based portfolios on knowledge amassment was significantly positive.",

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TY - JOUR

T1 - Using e-portfolios to elevate knowledge amassment among university students

AU - Chang, Chi Cheng

AU - Liang, Chaoyun

AU - Tseng, Kuo Hung

AU - Tseng, Ju Shih

PY - 2014/3

Y1 - 2014/3

N2 - The study aimed to explore the effect of e-portfolios on knowledge amassment. Participants were juniors majoring in multimedia design and taking the course Analysis on Digital Game Industry at a university. They were randomly selected and assigned to an experimental group with 43 students or to a control group with 45 students. Students in the experimental group created their personal e-portfolios by using blogs, whereas students in the control group did not. The experiment lasted nine weeks, and took 3 h per week. The study results showed that the experimental group had significantly higher knowledge amassment after using e-portfolios than before. The experimental group had significantly better knowledge amassment than the control group did. This indicated that the effects of blog-based portfolios on knowledge amassment was significantly positive.

AB - The study aimed to explore the effect of e-portfolios on knowledge amassment. Participants were juniors majoring in multimedia design and taking the course Analysis on Digital Game Industry at a university. They were randomly selected and assigned to an experimental group with 43 students or to a control group with 45 students. Students in the experimental group created their personal e-portfolios by using blogs, whereas students in the control group did not. The experiment lasted nine weeks, and took 3 h per week. The study results showed that the experimental group had significantly higher knowledge amassment after using e-portfolios than before. The experimental group had significantly better knowledge amassment than the control group did. This indicated that the effects of blog-based portfolios on knowledge amassment was significantly positive.

KW - Blog

KW - Blog-based portfolio

KW - E-portfolio

KW - Knowledge amassment

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SN - 0360-1315

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JO - Computers and Education

JF - Computers and Education

ER -

Using e-portfolios to elevate knowledge amassment among university students

Abstract

Keywords

ASJC Scopus subject areas

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