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How Students Learned in Creating Electronic Portfolios
Abstract
This case study investigated the learning experiences that occurred during students’ development of culminating electronic portfolios for a Master of Education in Computer Education and Technology program. The meaning that students gave to their learning experiences and the problems they encountered were also investigated in order to understand how students learn in a technology-enriched learning environment. Data were collected through in-depth interviews, participant observations, and document analyses from seven M.Ed. students before, during, and after developing electronic portfolios. Findings indicate that creating electronic portfolios supports students’ mastery of technology-related knowledge and promotes critical thinking and problem-solving skills. Students reported that they learned not only “by doing,” but also from peers through collaboration, from reflection on their artifacts, and from synthesizing their electronic portfolios.
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