J Dent Educ. 72(11): 1324-1332 2008
© 2008 American Dental Education Association
Educational Methodologies |
Quantitative and Qualitative Analysis of Student Feedback on ePortfolio Learning
Karen M. Gardner, D.M.D., M.Ed.;
Jolanta Aleksejuniene, Ph.D.
Key words: learning styles, ePortfolio multidimensional experience, reflective learning, psychometric testing
Submitted for publication 12/19/07;
accepted 08/08/08
At the University of British Columbia, we introduced an ePortfolio assignment in the operative dentistry clinical simulation module and conducted a pilot study to explore the usefulness of ePortfolios as a learning tool for dental students. Qualitative assessments included student self-reflections on the ePortfolio experience. In the quantitative evaluation, ePortfolio learning was hypothesized as a multidimensional experience with four dimensions: 1) an ePortfolio experience is valuable for learning operative dentistry; 2) an ePortfolio is time-consuming, but overall a useful experience; 3) ePortfolio learning requires technical skills that are manageable; and 4) ePortfolio experience may be beneficial for lifelong learning. Overall, both quantitative and qualitative assessments demonstrated that students valued ePortfolio learning as a positive experience. In multivariate analyses (confirmatory factor analysis), the four-dimensional model of ePortfolio learning was confirmed. Future studies are needed to validate or revise the four-factor model of ePortfolio learning in different student cohorts.
Copyright © 2008 by the American Dental Education Association.
