Akademik Veri Yönetim Sistemi
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, cilt.24, sa.3, ss.2384-2417, 2023 (Hakemli Dergi)
The purposes of this study are to investigate the impact of using ePortfolios on
preservice teachers’ lifelong learning skills and to explore their perceptions of the
ePortfolio platform and reflections. The research was conducted using a one-group
pretest-posttest experimental design. A total of 29 preservice teachers engaged in
weekly reflection activities on the Mahara system and received feedback from peers
and tutor. After a 14 weeks treatment, it was observed that the learning process on the
ePortfolio with reflection activities significantly improved the lifelong learning scores,
and this improvement was consistent across genders. Moreover, a significant
relationship was found between academic achievement and reflection. Additionally,
there was a moderate correlation between self-peer and self-tutor evaluations, and a
strong correlation between peer-tutor evaluations. Student feedback indicated that
adding content, utilizing, sharing, and communicating through the ePortfolio platform
were relatively easy, although some initial difficulties were experienced by students,
which gradually diminished with time. Despite the increased workload for both
students and teachers due to ePortfolios and reflections, it is suggested that, with
adequate information and support, it holds promise in teacher education, given its
positive impact on student satisfaction and the development of lifelong learning skills.