Open & Distance Education Technologies

 Open & Distance Education Technologies

E-Portfolios

Learning platforms such as e-portfolios have been used in distance education and provide a creative delivery method for instructors and support online students. E-portfolios are created by students showing proof of their work in a digital format. Students’ most significant learning experiences are brought to the forefront of their e-portfolios. This is a learning experience for students but also allows instructors to be able to see the key points students have pulled from the course. Are they learning what they’re supposed to? E-portfolios can be designed to build off of concepts. Student will not be able to move on until they understand the content at present. It also displays their learning in a format to share with others for collaboration (Lazenby, 2022).

E-portfolios are designed to navigate self-directed learning (Modise, 2021). This is often the case with distance education. Online courses often limit access to instructors and classmates for obvious reasons. Higher education is becoming more geared toward active learning and e-portfolios provide just that. Students must complete the activities and engage in the content. They are not in a classroom to rely on other student to answer all the questions. (Modise, 2021).

Kahoot

Kahoot is a learning platform allowing instructors and learners to create content and share with others. This tool allows for fun games, lecture modes, and collaboration. Anyone is able to join a Kahoot if provided the game pin or QR code when it begins. It can be utilized in online settings for easy access for all students. Kahoot is not only designed for a group setting. Kahoot’s can be shared with others. A tracking system can be used as a reward system to boost learner’s confidence. Learners can easily collaborate online to create Kahoot’s together remotely (V.J. et al., 2022). Kumar et al. (2023) conducted a survey showing a positive relationship between Kahoot participation and performance of students.

5, A. V. J., Vick, A., 5, J., Silva, A., 25, A., 7, A. G. F., Grantham, A., 7, F., 10, A. S. J., Steinbrink, A., 10, J., 28, A. B. N., Bray, A., 28, N., Shelly, A., & 22, A. (2022, September 16). What is Kahoot!: How to play kahoot!. Kahoot! https://kahoot.com/what-is-kahoot/

Kumar, K., Raghuwaiya, K., Khan, G., Singh, B., Prasad, J., & Blanco, A. (2023). Kahoot Gamified Technology Use to Assess Student Performance. 2023 IEEE Asia-Pacific Conference on Computer Science and Data Engineering (CSDE), Computer Science and Data Engineering (CSDE), 2023 IEEE Asia-Pacific Conference On, 1–6. https://doi.org/10.1109/CSDE59766.2023.10487717

Lazenby, B. (2022, June 14). EPortfolios: The what, why, and how!. ePortfolios: The What, Why, and How! https://teaching.missouri.edu/blog/eportfolios-what-why-and-how

Modise, M. P. (2021). Postgraduate Students’ Perception of the Use of E-Portfolios as a Teaching Tool to Support Learning in an Open and Distance Education Institution. Journal of Learning for Development, 8(2), 283–297.