Learning experiences in developing electronic portfolios in a Master's educational technology program: A case study

The purpose of this qualitative case study is to investigate and understand the learning experiences and learning processes that occur in Master of Education students' development of their electronic portfolios. The meaning students give to their experiences is also investigated in order to understand how students learn in a technology-enriched learning environment. The participants of this study are seven M.Ed. students majoring in Computer Education and Technology at a large Midwestern university. They chose to create electronic portfolios as their culminating project rather than write a research paper.; The theoretical framework that guided this case study was constructivist learning theory, which helped the researcher to understand the learning experiences of her participants. The researcher also used the phenomenological approach to guide her interpretation of the meaning that students gave to their experiences. Multiple sources of information were used to gather data: in-depth interviews, observations, and document analysis. Qualitative data analysis techniques were used to analyze data.; Findings from this study show that creating electronic portfolios helps students develop technology-related knowledge and skills as well as critical thinking and problem-solving skills. Findings from this study indicate that creating electronic portfolios is a meaningful task because it provides an opportunity for students to synthesize what they have learned in the Master's program, show their growth over time, and demonstrate that they have mastered the program's standards. The whole process of developing electronic portfolios involves metacognition and self-evaluation because students have to reflect on their strengths and weaknesses and set their future learning goals. Findings from this study imply that the portfolio is not just a substitute for a research paper, instead, it provides opportunities for students to connect professional training with classroom experiences and to reflect on interpretations and judgments. Findings from this study demonstrate that students become active, independent, and motivated learners in developing electronic portfolios. Students reported that they learn by doing, learn from viewing samples and collaborating with peers, and learn from reflecting on and synthesizing their final products.