e-Portfolio as an Empowering Tool in the Teaching Methodology ...

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  • Title: e-Portfolio as an Empowering Tool in the Teaching Methodology of Economics at an Open Distance e-Learning University
  • Author(s): Micheal M Van Wyk
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: e-Learning and Innovative Pedagogies
  • Journal Title: Ubiquitous Learning: An International Journal
  • Keywords: Self-directed Learning, Usefulness e-Portfolio Questionnaire, Exploratory Factor Analysis, Open Distance Learning, Teaching Methodology of Economics
  • Volume: 11
  • Issue: 3
  • Year: 2018
  • ISSN: 1835-9795 (Print)
  • DOI: https://doi.org/10.18848/1835-9795/CGP/v11i03/35-50
  • Citation: Van Wyk, Micheal M . 2018. "e-Portfolio as an Empowering Tool in the Teaching Methodology of Economics at an Open Distance e-Learning University." Ubiquitous Learning: An International Journal 11 (3): 35-50. doi:10.18848/1835-9795/CGP/v11i03/35-50.
  • Extent: 16 pages

Abstract

The South African higher education sector is going through a couple of serious, challenging transformation and curriculum issues. Changes in student enrollment, the effective delivery of teaching and learning, quality assessment practices, budgetary constraints, and the “free education” movement are challenges faced by universities. Through these challenging times, universities experienced an increase in using technologies in teaching and learning, and this emerged as a critical factor. Faculties of teacher education introduced and redesigned learning programs to provide quality modes of delivery to students. At the College of Education, University of South Africa e-portfolios are included as part of work integrated learning requirements to train future teachers as a requirement for certification. Students’ perceptions of the teaching methodology module of economics is explored regarding the usefulness of the e-portfolio as an empowering approach in enhancing their self-directed learning The quantitative research approach, which consisted of an exploratory factor analysis design and an online survey, was employed to measure students’ views on the usefulness of the e-portfolio in the Teaching Methodology of Economics. Only postgraduate students enrolled in the Teaching Methodology of Economics participated in the study. The online survey was confirmed as a reliable measurement for the purpose of the study. The principal component analysis was used, and five factors were extracted that influenced students’ views on self-directed learning. Further investigation is needed to employ a confirmatory factor analysis design by comparing other similar modules within the undergraduate and postgraduate qualification to ensure that a quality initial teacher training program is being delivered.