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Article

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This item is available under a Creative Commons License for non-commercial use only

Publication Details

International journal on advances in education research. Vol. 1, No. 3, 2014. pp. 92-105.

Abstract

This study explores the contribution ePortfolios can make to the learning process when they are implemented in Higher Education Institutions (HEIs), specifically in financial subjects. The idiosyncrasy of this particular discipline and the technical difficulties arising during the course require resourc es that can keep students engaged and constructively consolidate the contents learnt. The ePortfolio successfully performs these functions. Additionally, ePortfolio use promotes self- regulated learning, ultimately facilitating comprehension and enjoyment of the financial environment. Our findings suggest that students prefer to be more active in the classroom, and the learning-by-doing approach therefore appears to be more effective in technical modules. Consequently, the incorporation of classroom technology in the form of ePortfolios could help in the process of transition from a teacher-centred pedagogy to a situation where students take ownership of their own learning. Thus, implementing ePortfolios could help to develop students’ self-discipline, which is fundamental when dealing with complicated financial scenarios.

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