Influence of Professors on Student Satisfaction With e-Portfolio Use

This study analyzes the use of e-portfolios in Higher Education, specifically, participants' opinion concerning various aspects of the experience and the teaching methods used. Its main purpose is to determine the influence of professors in student satisfaction in this virtual environment, thro...

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Bibliographic Details
Published inJournal of educational computing research Vol. 57; no. 3; pp. 646 - 669
Main Authors Gámiz-Sánchez, V., Gutiérrez-Santiuste, E., Hinojosa-Pareja, E.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.06.2019
Subjects
Blended Learning
College Faculty
Cooperative Learning
Electronic Publishing
Foreign Countries
Learning Motivation
Online Courses
Portfolio Assessment
Portfolios (Background Materials)
Student Participation
Student Satisfaction
Teacher Influence
Teaching Methods
Time Management
Undergraduate Students
Spain
blended learning
student satisfaction
e-portfolios
teaching methods
virtual classroom
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Summary:This study analyzes the use of e-portfolios in Higher Education, specifically, participants' opinion concerning various aspects of the experience and the teaching methods used. Its main purpose is to determine the influence of professors in student satisfaction in this virtual environment, through a descriptive study performed using a mixed focus that combines quantitative and qualitative data analysis. The data collection instruments were a questionnaire for recording the students' opinions and a structured interview of three professors. The study's sample of 251 was drawn from students who were enrolled in different subjects. According to the results obtained, the professor is a decisive variable in student satisfaction when analyzing pedagogical issues concerning the e-portfolio, students' opinions about the professor's teaching actions, and usability of the platform. The students' opinions differ most on issues of time management and collaborative learning, but also on issues such as participation, motivation, and reflection on learning.
ISSN:0735-6331
1541-4140
DOI:10.1177/0735633118757016