E‐Portfolio for enhancing graduate research supervision
| DOI | https://doi.org/10.1108/09684881211198248 |
| Pages | 54-65 |
| Date | 27 January 2012 |
| Published date | 27 January 2012 |
| Author | Quynh Le |
| Subject Matter | Education |
E-Portfolio for enhancing
graduate research supervision
Quynh Le
Department of Rural Health, University of Tasmania, Launceston, Australia
Abstract
Purpose – E-Portfolio is a powerful tool for demonstrating evidence of learning and achievements in
graduate research. The purpose of this paper is to examine the concept, structure and functions of
e-Portfolio in graduate research and discuss the significance of the role of e-Portfolio in enhancing the
quality of graduate research students and their learning environment.
Design/methodology/approach – The discussion starts with the concept of e-Portfolio in the
context of modern digital technology and innovative educational perspectives, which emphasise
critical thinking, social interaction, task-based learning, and independent learning.
Findings – It is found that e-Portfolio greatly enhances three important aspects of research students:
academic development, research profile and social networking. E-Portfolio empowers research
students to take full control of their own learning and research journey.
Originality/value – The paper shows that e-Portfolio contributes to the enhancement of educational
practices interms of moving the teaching and learningfocus from supervisor-centredto student-centred
learning and research, as wellas from technological control to technological empowerment.
Keywords Postgraduates,Research work, Information technology, E-Portfolio,Graduate research,
Social interaction,Task-based learning, Independentlearning, Supervision
Paper type Conceptual paper
1. Introduction
According to the Australian Government Department of Education, Science and Training
in its report Our Universities: Backing Australia’s Future (Department of Education
Science and Training, 2004), factors such as globalisation, the need for lifelong learning,
massification of higher education and communication evolution have a significant impact
on universities. Students graduating from a university are expected to deal with a wider
world in terms of culture, professional knowledge and experience. Thus, universities need
to take into account the complex question about how best to prepare graduates for a
changing and challenging world. Students are required to show evidence of their
successful learning and other achievements to a wide range of future employers. Portfolio
is a powerful tool for demonstrating evidence of learning and achievements.
Portfolio has been used in many fields such as management, finance and education.
Due to the rapid development of computer technology, portfolio has received great
attention in tertiary education, particularly when traditional teaching and research is
challenged by new educational perspectives and concepts, such as interactive and
collaborative learning and learning as a meaning making process. A study conducted
by Knight et al. (2006) revealed a strong relationship between electronic portfolio
participation and students’ performance and success. Brandes and Boskic (2008, p. 1)
find that “when students understood technological tools and how to use them to
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0968-4883.htm
The author would like to acknowledge the University of Tasmania Graduate Research Office for
providing conference support to attend the 2011 Supervision Conference in Melbourne.
QAE
20,1
54
Quality Assurance in Education
Vol. 20 No. 1, 2012
pp. 54-65
qEmerald Group Publishing Limited
0968-4883
DOI 10.1108/09684881211198248
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