Students' experience toward ePortfolios as a reflective assessment tool in a dual mode indigenous business course

Abstract

Purpose – The purpose of this paper is to investigate students’ experiences of, and attitudes on, the use of
 technology – in the form of ePortfolio – as an assessment tool. The authors seek to determine whether
 ePortfolios aid students in facilitating critical reflection on their learning and academic skill development. The
 authors also determine whether ePortfolios can provide an alternative assessment tool to the traditional
 assessment practices in the accounting and business discipline.
 Design/methodology/approach – This study surveys students enrolled in an indigenous business
 course using questions on the usability of ePortfolios, technical support and effectiveness in critical reflection
 and learning. Formal evaluations were included to capture students’ self-reflections on their ePortfolio
 experience. The analysis included analysis of variance, t-tests, correlations and hierarchical regression.
 Findings – Results indicated that students show positive attitudes toward ePortfolios even after controlling
 for possible confounding variables such as previous experience, attitudes and accessibility. The authors also
 found that ePortfolios are a useful vehicle for enhancing students’ learning and understanding of indigenous
 knowledge in a business context. They were also found to facilitate students’ ability to critically reflect,
 engage in learning and develop their academic skills.
 Research limitations/implications – The findings of this study could benefit those working in higher
 education, particularly accounting academics in Australian universities, and the adaptation of ePortfolios in a
 blended learning environment, and contribute to pedagogical knowledge regarding indigenous business
 issues. Academics could design the curriculum of the accounting courses within the commerce programme
 that addresses programme learning objectives to align with graduate employability outcomes.
 Practical implications – This study provides a foundation for improving the design and assessment of
 written communication activities in accounting courses to achieve employability skills outcomes
 commensurate with university accreditation criteria. This could be achieved with the development of a
 community of practice developed by the professional accounting bodies in collaboration with Australian
 universities.
 Originality/value – The research is not wholly new, although the use of ePortfolios in accounting
 education is not widely reported and, therefore, may be of interest to those in advancing the accounting
 education agenda. In light of the recent call by Australian professional accounting bodies, ePortfolios can
 provide accounting graduates the non-technical or soft skills such as communication, interpersonal and
 critical thinking

Griffith Business School, Department of Accounting, Finance and Economics

Full Text