Comparing students’ perceptions of paper-based and electronic portfolios
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
\Electronic portfolios offer many advantages to their paper-based counterparts, including, but not limited to working on ICT skills, adding multimedia and easier sharing of the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. In this article the perceived support for self-reflection of an electronic portfolio and a paper-based portfolio in the same ecological setting are compared. We made use of the fact that during this study about half of the first year medical students was using an electronic portfolio (n = 157) and the other half a paper-based portfolio (n = 190). Nine questions were added to the standard end of the block evaluation, which is handed to 25 percent of year one educational groups. Findings suggest that perceptions about the support for self-reflection, and the usefulness of compiling a portfolio, do not differ between students using an electronic portfolio and students using a paper-based portfolio. Résumé : Les portfolios électroniques offrent de nombreux avantages comparativement à leurs homologues de papier, entre autres la possibilité de perfectionner les compétences liées aux TIC, d’ajouter des éléments multimédias et de partager plus facilement le portfolio. Des études précédentes ont montré que la qualité d’un portfolio ne dépend pas du support utilisé. Dans le présent article, nous comparons l’aide à l’autoréflexion perçue pour un portfolio électronique et un portfolio sur support papier dans le même environnement. Dans le cadre de cette étude, nous avons profité du fait qu’environ la moitié des étudiants de première année en médecine utilisait un portfolio électronique (n = 157) et l’autre moitié, un portfolio sur support papier (n = 190). Neuf questions ont été ajoutées à l’évaluation normale remise à 25 pour cent des groupes de première année à la fin du bloc de formation. Les résultats suggèrent que les perceptions des étudiants à l’égard de l’aide à l’autoréflexion et de l’utilité de compiler un portfolio ne diffèrent pas entre les utilisateurs de portfolios électroniques et les utilisateurs de portfolios sur support papier.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it