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provides group formation anew for each activity
module.
Due to the fact that the university’s LCMS and
ePortfolio system are two independent information
systems, partial automation was made. Namely,
course instructor regularly downloaded all students’
papers into one directory (c:\ePortfolio). The system
divided these files into groups – registered submitted
papers (files) and group numbers in ePortfolio
system data base. New approach and implementation
of automation tool ensured regular group completing
and permanence of quantitative structure, although
the amount of all groups was decreased.
To validate modified ePortfolio system model,
an appropriate prototype was built and approbated in
2012/13 academic year at Riga Technical
University. Approbation results in Living Lab show
again effectiveness of the system.
Like in previous year, survey results regarding
modified system’s impact on users’ competence
improvement and reflection development mainly
displayed students’ confidence about system’s
positive impact on their reflection and competence
improvement.
At the model’s verification stage to find
relationship between input and output parameters of
modified ePortfolio system, representative sample of
99 students was discrete ranked into two groups:
non-users group (18 students) and experimental
group – ePortfolio system users with at least one
login (91 students).
After completion of Kolmogorov-Smirnov,
Mann-Whitney and T-tests, as well determination of
possible correlations, it was observed that tests’
results are similar to previous ones made for the first
prototype in 2011/12 academic year. However,
comparison and analysis of correlation coefficients
in both cases gave some suggestions regarding
efficiency of developed systems. Thus:
- There is a moderate positive correlation
between activities within modified ePortfolio system
and the number of improved homeworks – the main
parameter of reflection (r= 0,446, ɑ= 0,01);
- There is a moderate positive correlation
between activities within modified ePortfolio system
and achieved competence levels at the end of the
course (r= 0,565, ɑ= 0,01);
- There is a moderate positive correlation
between activities within ePortfolio system and
fulfilled external tasks (r= 0,493, ɑ= 0,01);
- There is also positive correlation between the
number of login files and the number of improved
homeworks (r= 0,304, ɑ= 0,01), as well achieved
competence levels at the end of the course (r=
0,393, ɑ= 0,01);
- There is no correlation between initial test
results and the number of improved homeworks (r=
0,023), as well exam results (r= 0,070). It could be
said that ePortfolio system impacts its users’
competence development and reflection
improvement apart from initial competence levels.
3 CONCLUSIONS
Approbated ePortfolio system encourages learners’
reflection, which is the part of critical thinking
process, and is realised through feedback links,
enables competence levels improvement, enhance
learning outcomes, and stimulates activities also
outside the system.
This model ensures system users’ active
availability for work and participation in group-
working activities to develop own reflection and
competence levels. This could be done through
collaboration with peers within ePortfolio groups by
assessing group members’ papers and suggesting
them necessary improvements, as well by thinking
critically on the own accomplishments. Reflective
approach brings new attitudes and better learning
outcomes.
Based on test results it might be concluded that
modified ePortfolio system has greater impact on its
users’ competence levels improvement than previous
system (accordingly, r= 0,565 against r= 0,475). On
the other side, the first developed ePortfolio system
has better results than modified system version in
facilitation of users’ reflection (accordingly, r=
0,492 against r= 0,475) and fulfilled external tasks
outside the system (accordingly, r= 0,613 against r=
0,493).
Developed ePortfolio system algorithmic model
could be used as a base for creation of further
modifications of reflection and competence
enhancement information systems.
Living Lab research method ought to be
considered as an excellent approach to validate and
verify information system models in educational
environment.
ACKNOWLEDGEMENTS
This work has been supported by the European
Social Fund within the project «Support for the
implementation of doctoral studies at Riga Technical
University».
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