#Portfolio artifact meaning professional
Forty-one (62%) students perceived that E-portfolios facilitated the effective organization of their work, and 40 (61%) agreed that E-portfolios enhanced their professional skills.
Students' experience, students' learning support, and the challenges of E-portfolio use were identified. Of 75 students, 66 completed the survey (response rate 88%). All participants completed the consent form before answering the questionnaire. A self-administered questionnaire was distributed to the selected cohort of students. This cross-sectional quantitative study was conducted during the academic year 2016-2017 on students studying clinical courses. This study was conducted to assess the acceptability and potential impacts of E-portfolio use for undergraduate radiography students. However, literature has not shown sufficient data about the effectiveness of E-portfolios in medical education.
There is growing evidence that use of E-portfolios has a positive effect on learning experience. We conclude that internal and external forces drive the development of ePortfolio content students embrace opportunities to document learning when those opportunities are structured the development of the ePortfolio is relational-consistent with student attributes and ePortfolios enable evidence-based approaches to meet accreditation demands, assessment needs, and workforce expectations. In collaboration with like-minded campus colleagues including those associated with the university's Communication Across the Curriculum program, we have encountered contributing forces related to the process of "collection, selection, and reflection" including intentional assignments that yield effective student artifacts and authentic feedback to students through adoption and modification of the AAC&U VALUE rubrics. The Association of American Colleges and Universities (AAC&U) has advocated that "ePortfolios allow faculty and other educational professionals to help students organize their learning preserve the variety of forms in which their learning occurs and reflect upon their learning." We have learned that effective student ePortfolios do not arise in a vacuum. The adoption of ePortfolios has been instrumental in students' educational experiences for over 2 decades. We subsequently outline the development and implementation of ePortfolio pedagogy in the BSPH program at UNC Charlotte, including preliminary assessment of outcomes the past 3 years. The pilot program continued for 2 additional years, to promote enduring faculty efforts. During 2014-2015, the Department of Public Health Sciences was one of five campus units supported by UNC General Administration to pilot the use of ePortfolios as a tool to help students integrate learning across the courses that make up the major. During the junior and senior years, BSPH majors complete a core set of required courses including internship 18 credit hours of restricted electives and any minor offered by the university (except public health). We admit approximately 40-45 students each fall to the upper division major, through a competitive admissions process. The Bachelor of Science in Public Health (BSPH) degree program at the University of North Carolina at Charlotte (UNC Charlotte) was launched in 2007, and was initially accredited by the Council on Education for Public Health in 2009. This study suggests that an electronic portfolio can be used as an assessment tool of the scientific literacy of evolution theory relevant to industrial revolution 4.0.
Another finding disclosed was that students showed a positive response to the electronic portfolio creation.
The results depicted that the Evolutionary Scientific Literacy skills of students were at the beginner-nominal level (71.4%) and the advanced-multidimensional level (9.5%). Evolutionary Scientific Literacy by electronic portfolio consists of Scientific Literacy skills namely Nominal, Functional, Conceptual, Multidimensional levels, and electronic portfolios skills namely beginner, intermediate, proficient and advanced level. They were asked to create the electronic portfolio by using any learning artifacts produced during the classroom activities including direct and virtual practicums, reading activities, direct and online discussions, quizzes, and formative examinations. As much as 135 university students majoring in biology education were involved as research participants. This study used a sequential exploratory mixed method to examine the effectiveness of using an electronic portfolio to assess the scientific literacy of evolution theory.
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