JCPSLP
Volume 16, Number 3 2014
141
Technology
Students’ ratings of their comfort and confidence with new
technology are shown in Table 2. The mean score across all
three cohorts indicated students were typically comfortable
with technology and confident they could “work it out”. This
implies an electronic platform would not be a barrier to
participation and engagement in learning. However, in
response to statements about the ePortfolio technology in
particular, students’ responses were mixed. They did not
think the ePortfolio was too technologically challenging, but
most cohorts found the template design, structure and the
platform were difficult to use and navigate (Table 3).
In free text answers each cohort stated the technology
was the most difficult part of utilising the ePortfolio:
“sometimes a page would upload, others it wouldn’t, no
way of personalising it, the more you add the messier it
gets”
(third year);
“the formatting can be complex and
sometimes it doesn’t work”
(fourth year). Suggestions for
improvements included: having an easier platform for the
ePortfolio, faster uploading of evidence, easier ways of
making links and a clearer ePortfolio structure.
Support and training
Third- and fourth-year students were neutral or positive
about the support and training given to use the ePortfolio,
as shown in Table 4. Second-year students did not find the
support documents helpful and were unsure of the
evidence to collect.
support and training given and the educational value of the
portfolio (see Appendix). Some items were adapted from
other questionnaires (Gardner & Aleksejuniene, 2008;
Hrisos, Illing, & Burford, 2008). Free text questions asked
students to identify the most useful components of the
ePortfolio, the most difficult components and suggestions
for improvements in the future use of ePortfolios.
Analysis
For the Likert-scale statements, the average of students’
responses was calculated, with a score below 3 being a
negative response, 3 a neutral response and above 3 a
positive response. The mean scores for each cohort were
then calculated and interpreted with reference to free text
responses. The three statements where this scoring is
reversed are shaded in the tables.
Results
Of the 53 students invited, 25 students participated (overall
response rate 47%) in the study, with 6 second-year
students (response rate 43%), 11 third-year students
(response rate 36%) and 8 fourth-year students (response
rate 53%) completing questionnaires.
Table 2. Comfort and confidence with new
technology
Student cohort
2nd
3rd
4th
When I have to use new technology I am:
Very comfortable
2
2
1
Comfortable
3
5
5
Neutral
0
4
1
Uncomfortable
0
0
1
Very uncomfortable
1
0
0
When I have to use new technology I feel:
Very confident I can work it out
2
0
1
Confident I can work it out
3
7
4
Neutral
0
3
3
Unconfident I can work it out
1
1
0
Very unconfident I can work it out
0
0
0
Table 3. Students’ perspectives of the technology
of ePortfolio
Student cohort
2nd
3rd
4th
The ePortfolio needs too much
technological skills for me to use it
2.0
2.3
2.0
The ePortfolio is easy to use
3.5 3.0
3.7
The template design is easy to navigate
and has a logical structure
3.0 2.5
2.7
The ePortfolio platform is easy to use
and understand
2.5 2.6
3.6
Note. 5-point Likert scale from strongly disagree (1) to strongly agree
(5). The shaded statement is negative therefore scores are interpreted
differently.
Table 4: Students’ perspectives of support and
training
Student cohort
2nd
3rd
4th
I understand how to use the ePortfolio
3.0 3.0
4.1
I am given adequate support from staff
to use the ePortfolio
3.5 3.6
4.1
I know how to get help if I need it with
the ePortfolio
3.5 3.9
4.1
The support documents in the ePortfolio
and on BlackBoard are helpful
2.8 3.4
3.7
I understand what type of evidence to
collect
2.5 3.5
3.6
The feedback given on my ePortfolio has
been useful and I have learned from it
3.0 3.3
3.3
Average :
3.1 3.5
3.8
Note. 5-point Likert scale from strongly disagree (1) to strongly
agree (5).
Suggestions for improvements were having clearer
expectations for each year, giving more training and giving a
booklet of step by step instructions for users. Students also
wanted more information about evidence:
a lot of great information and tutorials have been
provided for the students ... More specific information
about what is acceptable as evidence for third year,
fourth year and the specific level of depth/information
required would be useful.
(fourth year)
