Vol. 34 No. 1 (2019)
Research Articles

ePortfolios and Online Learning: Applying Concepts of Organizational Behavior

Maureen Andrade
Utah Valley University

Published 2019-08-30


  • ePortfolio,
  • high impact practice,
  • learning outcomes,
  • organizational behavior,
  • schools of business

How to Cite

Andrade, M. (2019). ePortfolios and Online Learning: Applying Concepts of Organizational Behavior. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 34(1). Retrieved from https://ijede.ca/index.php/jde/article/view/1096


Higher education faculty are redesigning student learning experiences to expand opportunities for application of learning. They are also emphasizing the development of cross-cutting learning outcomes valued by employers (e.g., communication, critical thinking, teamwork) and measuring learning in more authentic ways. An increasingly common platform for these engaged learning experiences is the ePortfolio, which entails students creating and compiling artifacts that represent their learning, accompanied by reflections about what and how they learned. This qualitative study explores the student learning outcomes of a team ePortfolio assignment in face-to-face and online sections of an organizational behavior course. The purpose of the assignment was to help students demonstrate their learning and apply organizational behavior concepts such as communication, conflict resolution, appreciation for diversity, and teamwork. Students reviewed and commented on other teams’ ePortfolios and wrote reflections about their learning in the course. Findings indicate that students exhibited learning outcomes in four areas: learning to know, learning to do, learning to live with others, and learning to be.

Titre: Portfolios électroniques et apprentissage en ligne : application des concepts de comportement organisationnel

Dans l’enseignement supérieur, les professeurs cherchent à reconfigurer les expériences d’apprentissage des étudiants afin d’élargir leurs opportunités d’apprentissage. Ils travaillent également au renforcement du développement des compétences transversales valorisées par les employeurs (par exemple, la communication, la pensée critique, le travail d’équipe) et tendent à évaluer l’apprentissage de manières plus authentiques. Un environnement de plus en plus couramment utilisé pour ces expériences d’apprentissage engagé est le portfolio électronique, qui amène les étudiants à créer et compiler des artefacts qui représentent leurs apprentissages, accompagnés de réflexions sur ce qu’ils ont appris et sur la manière dont ils ont appris. Cette étude qualitative explore les résultats d’apprentissage d’étudiants auxquels il était demandé de travailler en équipe avec le portfolio électronique sur des sections en face-à-face et en ligne d’un cours sur le comportement organisationnel. L’objectif était d’aider les étudiants à faire la démonstration de leurs apprentissages et d’appliquer les concepts de comportement organisationnel tels que la communication, la résolution de conflit, l’appréciation de la diversité et le travail d’équipe. Les étudiants ont examiné et commenté les portfolios électroniques des autres équipes et écrit des réflexions sur leur apprentissage dans le cours. Les résultats indiquent que les étudiants ont fait preuve d’apprentissage dans quatre domaines : apprendre à savoir, apprendre à faire, apprendre à vivre avec les autres, et apprendre à être.

Mots clés: portfolio électronique, pratique à fort impact, résultats d’apprentissage, comportement organisationnel


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