ePortfolio to support professional development during experiential learning placements: Guided by students-as-partners theory, enabled through students-as-partners practice
Roche, CicelyORCID: 0000-0002-0935-8071, Abria, Laine, Farrell, OrnaORCID: 0000-0001-9519-2380, Johnston, Jonathan, Light, Tracey PennyORCID: 0000-0002-9002-7551, McKibben, Alexandra, Reast, AislingORCID: 0009-0007-9629-4320 and Yancey, Kathleen Blake
(2023)
ePortfolio to support professional development during experiential learning placements: Guided by students-as-partners theory, enabled through students-as-partners practice.
International Journal for Students As Partners, 7
(2).
pp. 165-180.
ISSN 2560-7367
This case study applies a students-as-partners focus to the use of ePortfolio concepts
during experiential learning placements. In describing our project and as evident
here, in referring to ePortfolio in the singular, we cite it as an abstract concept, while
the plural reference marks practice, in this study taking the form of studentgenerated instances of ePortfolio use, in particular as detailed in
the ePortfolios experiences of two final-year students on experiential placement in a
pharmacy programme. These two students used their ePortfolio to document and
reflect critically on their experiential placements, showcasing their own studentgenerated ePortfolios at a symposium co-hosted by student partners, their
placement preceptor, and other mentors. This student co-developed case study
summarises key findings, including how the use of ePortfolio can support learner
agency, and outlines recommendations for further incorporating ePortfolio use in
experiential learning contexts. While grounded in the context of an undergraduate
pharmacy programme, much of the study will resonate with colleagues based in
International Journal for Students as Partners Vol. 7, Issue 2. October 2023
Roche, C., Abria, L., Farrell, O., Johnston, J., Penny Light, T., McKibben, A., Reast, A., & Yancey, K. B. (2023).
“ePortfolio to support professional development during experiential learning placements: Guided by
students-as-partners theory, enabled through students-as-partners practice” International Journal for
other disciplines aligned with competency frameworks. The staff-student
collaborative approach explored in this case study is likely of interest to students,
educators, preceptors, tutors, mentors, and others developing curricula with an
ePortfolio component.
Metadata
Item Type:
Article (Published)
Refereed:
Yes
Uncontrolled Keywords:
ePortfolio; experiential learning; student agency/autonomy; students as partners; professional development