THE APPLICATION OF EPORTFOLIO IN HIGHER EDUCATION: IMPLICATIONS ON STUDENTS LEARNING. Andrea Ximena Castaño Sánchez

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1 THE APPLICATION OF EPORTFOLIO IN HIGHER EDUCATION: IMPLICATIONS ON STUDENTS LEARNING. ADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs. ADVERTENCIA. El acceso a los contenidos de esta tesis doctoral y su utilización debe respetar los derechos de la persona autora. Puede ser utilizada para consulta o estudio personal, así como en actividades o materiales de investigación y docencia en los términos establecidos en el art. 32 del Texto Refundido de la Ley de Propiedad Intelectual (RDL 1/1996). Para otros usos se requiere la autorización previa y expresa de la persona autora. En cualquier caso, en la utilización de sus contenidos se deberá indicar de forma clara el nombre y apellidos de la persona autora y el título de la tesis doctoral. No se autoriza su reproducción u otras formas de explotación efectuadas con fines lucrativos ni su comunicación pública desde un sitio ajeno al servicio TDR. Tampoco se autoriza la presentación de su contenido en una ventana o marco ajeno a TDR (framing). Esta reserva de derechos afecta tanto al contenido de la tesis como a sus resúmenes e índices. WARNING. Access to the contents of this doctoral thesis and its use must respect the rights of the author. It can be used for reference or private study, as well as research and learning activities or materials in the terms established by the 32nd article of the Spanish Consolidated Copyright Act (RDL 1/1996). Express and previous authorization of the author is required for any other uses. In any case, when using its content, full name of the author and title of the thesis must be clearly indicated. Reproduction or other forms of for profit use or public communication from outside TDX service is not allowed. Presentation of its content in a window or frame external to TDX (framing) is not authorized either. These rights affect both the content of the thesis and its abstracts and indexes.

2 THE APPLICATION OF EPORTFOLIO IN HIGHER EDUCATION: IMPLICATIONS ON STUDENTS LEARNING DOCTORAL THESIS Advisor: Dr. Ángel Pío González Soto Departament de Pedagogia Tarragona 2014

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4 A quién crea, que no es posible; A mis Padres A mi hermana y hermano A la memoria de mis abuelos paternos y maternos.

5 Agradecimientos Este proyecto de investigación es fruto del gran interés que he tenido siempre por las tecnologías, desde mi formación como Ingeniera de Sistemas y luego cuando he tenido la oportunidad de aplicarlas a la formación. Este tema me llamó mucho la atención desde el primer momento en las prácticas de Master en la Universidad Rovira i Virgili y la aplicación de tecnologías en el laboratorio de e- learning en la Universidad y College de Oslo y Akershus. Es por esto, que en primer lugar quiero agradecer a mi familia porque desde siempre he tenido la referencia de mi padre y su labor en la Universidad en Colombia, su amor y apoyo incondicional tanto de el como mi madre; el ejemplo y consejos de mi hermana que incitó en mí la curiosidad por seguir con los estudios de doctorado y de mi hermano desde la distancia. También quiero agradecer especialmente a mi supervisor el Dr. Ángel Pío González Soto por apoyarme desde el principio y en muchas formas con este proyecto, por ayudar a formar en mí un carácter tanto personal y académico. Al Dr. José Miguel Jiménez y su colaboración en la aplicación de la primera experiencia con eportafolios con los estudiantes de Master Erasmus Mundus A la Dra. Montserrat García por facilitarme el acceso al grupo de estudiantes de enfermería del Campus de Terras del Ebro. A la Dra. Maite Novo por creer en este tipo de investigación y apoyar con su conocimiento y entusiasmo en el desarrollo del último estudio realizado con los alumnos de Pedagogía en Educación Infantil. Muchas gracias al alumnado participante, por llevar con entrega los cambios que implicaban las experiencias, teniendo en cuenta su actitud de pasar a nuevas formas de hacer tanto en el aula de clase como en su practica profesional. Al grupo de investigación FORTE y mis compañeras de doctorado Marina, Ana Inés, Gloria, Rosa, Juan y el grupo de becarios e investigadores que apoyan las labores del grupo de investigación. A la profesora Montserrat Domènech por su asesoría en el análisis estadístico. A Arild, mi constante compañero por tus sabios consejos y dulce compañía en todo este tiempo, que me han llevado hasta este punto gracias por aceptar el tiempo que no te pude dar y los caminos que transitamos a la distancia. A los amigos en Tarragona con los cuales he compartido momentos muy especiales, a Pinkie y a Eliana por su constante compañía y apoyo. A los amigos que he conocido en el trayecto, de España, Noruega y en general de Europa. Y, a las personas que me han apoyado en la fase final a nivel personal, el Padre Enrique y el grupo de catequesis de la comunidad de Carmelitas Descalzas y a Montserrat Simón por su apoyo espiritual. Por último, y lo primero en mi vida a Dios por todo y más.

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7 Abstract This thesis examines the relationship between concepts and theories applied to education with the use of eportfolios, as well as practical applications thereof in the field of higher education. Eportfolios represent the union of a pedagogical concept in teaching with digital tools to influence the teaching-learning processes, adaptable to in presence and online. A thorough review of the concepts that influence the assessment and the teaching and learning with eportfolios have arised; these various factors have been studied based on feedback, students learning approaches, and self-regulated learning. The experimental results confirm the benefits perceived by students analyzed from the characteristics of the students and the characteristics of the learning environment supported by educational technologies. In the first study the application of reflection and projection into the teaching practice was evidenced in the eportfolios. In the second study, there was no change in students deep learning approach, but there were differences in the use of eportfolio applied in both disciplines. In the third study, there was a change in the students deep study approach and, the application of self-regulated skills and reflection in their learning activities. Taking as a premise the student exposure to learning environments that have been systematically designed to be integrated with eportfolios, then we analyzed the changes in learning documented by the students. Also, there is a revision of the studies that take different pedagogical approaches and use different Web based digital tools and personal learning environments.

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9 Acronyms Acronym Description First appeared on AAEEBL Association for Authentic, Experiencial and 15 Evidenced-Based Learning. AAHE American Association for Higher Education 15 ACARA Curriculum, Assessment and Reporting Authority 14 Australia AeP Australian eportfolio 14 AEQ Assessment Experience Questionnaire 62 AFEQ Assessment Feedback questionnaire 67 ALTC Australian Learning and Teaching Council 14 API Application Program Interface 31 API Assessment Preference Inventory 62 ARCS Attention, relevance, confidence, satisfaction 56 AT Assessment Task 143 AUQA Australian Universities Quality Agencies 14 AVA Ambiente Virtual de Aprendizaje 19 Ce-Webs Cooperative Environment Web Services 72 CMA Certified Management Accountants of Canada 17 CMS Content Management System 24 CoPF Mutual Assessment Framework 66 DfEs Department for Education and Skills 12 EDUCAUSE Community of Higher Education and IT leaders and 15 professionals EEES Espacio Europeo de Educación Superior 7 EifEL European Institute for e-learning 12 Elgg Open Source Social Networking Engine 22 epearl eportfolio Encourage Active Reflective Learning 71 EPERe-PORT Entornos Personales y Gestión de e-portafolios 18 como herramientas de aprendizaje no formal y evaluación de competencias integrados en Moodle 2.0 ERIC Educational Resource Information Center 36 FCR Foreign Credential Recognition - Canada 17 GI-CAES Grupo de investigación sobre carpetas de 11 aprendizaje en la Educación Superior. Universidad Autónoma de Barcelona GPA Grade Point Average 73

10 HEFCE Higher Education Founding Council for England 13 HRMS Human Resources Management System 24 HRSDC Human Resources and Skills Development Canada 17 HTML HyperText Markup Language 21 IAP Implementation Assessment Protocol 71 IDES Innovación Docente en Educación Superior 11 Universidad Autónoma de Barcelona. IFQ Implementation Fidelity Questionnaire 59 ILOS Integrated Learning Outcomes 143 JISC Join Information System Committee UK. KM Knowledge Management Scale 64 LLSQ Learner and Learning Student Questionnaire 67 LMS Learning Management System 10 MnSCU Minnesota State Colleges and universities 15 MOSEP More Self-steem with my eportfolio 66 MSLQ Motivation strategies learning questionnaire 58 MSLQ Motivated Strategies for learning questionnaire 59 NCATE PDP National Council for Accreditation of Teacher Education USA. Personal Development Plan PDS Personal Data Storage 32 PLE Personal Learning Environment 10 PLEF Personal Learning Environment Framework 99 PLN Personal Learning Network 170 PLTS Personal Learning and Thinking Skills 76 QWS Qualitative Weight and Sum 24 R-SPQ-2F Revised Study Process Questionnaire 174 RSS Really Simple Sindication 29 SEOLQ Student e-portfolio ownership of learning 70 questionnaire SLSQ Strategies Learning Questionnaire 58 SLSQ Student Learner Strategies Questionnaire 202 SRL Self-regulated Learning 58 STEM Science, technology, engineering and math 63 TACONET Targeted Cooperative NETwork of European 58 institutions involved in higher education focusing on. Self-Regulated Learning. TAM Technology Acceptance Model 62 TEQSA Tertiary Education Quality and Standards Agency 14 TIC Tecnologías de la Información y la comunicación 12 15

11 TinCan Experience API 31 TIQ Technology Integration Questionnaire 59 TLA Teaching and Learning Activities 143 TLI Task Load Index 59 TLSQ Teaching and Learning Strategies Questionnaire 59 TLSQ Teaching and Learning Strategies Questionnaire 71 WBPAS Web Based Portfolio System 21

12 Contents 1. Introduction Research Contributions Outline Alcance eportafolio Introducción eportafolio como innovación educativa Sobre el eportafolio desde una visión global Ambientes de aprendizaje apoyados en tecnología educativa para eportafolios Tecnología educativa para eportafolio Tecnología orientadas a la Web Social Tecnologías que marcan el futuro del eportafolio Discusión Marco Teórico Introducción Conceptualización del eportafolio Características principales del (e)portafolio El significado de (e) electrónico en el portafolio Evidencias como productos del aprendizaje Clasificación de los eportafolio El portafolio electrónico disrupción en el ambiente de aprendizaje El uso del eportafolio en la formación inicial del profesorado Revisión Literaria eportafolio en la Educación Superior Aprendizaje y evaluación Seguimiento y acompañamiento del proceso de aprendizaje El rol del feedback en los eportafolios de aprendizaje Escenarios de aprendizaje con eportafolios y ambientes personales de aprendizaje La transferencia del aprendizaje: el eportafolio como herramienta de aprendizaje y evaluación de competencias Teorías de aprendizaje en relación con la aplicación de tecnología para el eportafolio Constructivismo Constructivismo-social Teoría del aprendizaje situado Otros modelos utilizados en los estudios Nuevos modelos pedagógicos La reflexión en el proceso de construcción de eportafolios La práctica reflexiva El eportafolio como medio que da sentido al proceso de reflexión Modelos sobre la reflexión aplicada a la práctica con eportafolios Planeación del proceso reflexivo en el eportafolio Discusión Tecno-pedagogical design for the learning eportfolio Introduction Design model for eportfolio integration The process of eportfolio development eportfolio implementation framework

13 4.3.3 Model of reflection for eportfolios Model of self-regulated learning with eportfolios JISC (2012) eportfolio implementation principles Procedures in the eportfolio creation eportfolio course integration eportfolio process eportfolio Mahara Discussion Base study on integration of eportfolios for teaching and learning in the university Abstract Introduction Background Base study of eportfolio integration in Higher Education Analysis PLE y Eportfolio con alumnos de grado de pedagogía Discussion Relationships of conventional assessment and eportfolio assessment and students approaches to learning Abstract Resumen Informativo Introduction Factors influencing the approaches to learning Conditions for assessment for learning Data and methodology Results Discussion Self-regulated learning and eportfolio integration with pre-service teachers in Child Education Abstract Introduction Self-regulated learning and approaches to learning eportfolio as a self-regulated learning tool Computer learning environment based on eportfolio Data and methodology Empirical Study Contextual and Structural Framework of the e-portfolio study Instructional Treatment Research instruments Data Analysis Results Discussion Limitations Conclusions Summary Implications of eportfolio application for students learning in higher education Feedback The process of learning Learning Environment Towards integration of eportfolio in teaching and learning

14 8.2 Students approaches to learning and self-regulated Learning through eportfolios Limitations Future Research Bibliography Appendix Appendix Appendix Appendix Appendix Appendix List of digital appendices List of tables Table 1. Definiciones sobre eportafolio por varios autores Table 2 El portafolio tradicional y el eportafolio adicionando TIC. Barret (2005) Tabla 3. Ejemplos de artefactos para el eportafolio Johnson et al., 2006, p Tabla 4. Resumen de la revisión literaria sobre eportafolios aplicados en la educación superior del periodo Tabla 5. Relación de medios y experiencias de aprendizaje Table 6. Nuevos modelos pedagógicos (Beetham, McGill and Littlejohn citada en Attwell, 2010) Table 7 Términos de reflexión adaptados de Barrett (2000, 3) Table 9. eportfolio implementation framework Penny Light et al (2010, 2) Table 10. Samples of four types of Portfolio reflections (Johnson, Mims-Cox, & Doyle-Nichols, 2006) Table 11. Ten ways reflections transform artifacts into evidence Barrett (2000) cited in Penny Light (2010, 46) Table 12. Planning and goal setting base on Abrami et al. (2010) Table 13. Difference traditional assessment and authentic assessment Table 14. Stages of eportfolio implementation (Balaban, Bubaš, 2009) Table 15. eportfolio design integration Table 16 Ambientes personales de aprendizaje iniciales esquematizados por los estudiantes Table 17 Factors encouraging and/or discouraging approaches to learning Table 18 Eleven conditions under which assessment supports student learning Table 19 Sample of the study

15 Table 20 Mean, standard deviations per discipline Table 21 Correlations Table 22 Distribution of the dominant learning approach Table 23 Integrated questionnaire scales example and reliability of each scale in our study Table 24 Means, standard deviations, and correlation matrix for differences between post-test and pre-test Table 25 Results of the paired sample t-test for students approaches to learning, self-regulated learning and eportfolio & effect sizes (d) following Field (2009, 332) Table 26 Coding of team-eportfolio content List of figures Figura 1. Distribución global de la investigación en eportafolios (AAEEBL, 2012) Figura 2. Visión general de los sistemas de software de eportafolio (Himpsl & Baumgartner, 2009) Figura 3. Creación de eportafolio utilizando aplicaciones de Google. Barrett (2009) Figura 4 Web 2.0 Tools de Google Figura 5. Sistema de recolección de badges Figura 6. Sistem for Open Badges Figura 7. Equilibrio entre las dos caras del eportfolio Figura 8. Modelo conceptual de enfoques de aprendizaje Biggs, Kember & Leung (1993, 2001) Figura 9. Esquema de eportafolio y aprendizaje autorregulado basado en Zimmerman (2000) adaptado por Alexiou & Paraskeva (2010) Figura 10. Anatomía de un PLE, Wheeler (2010) Figura 11. Diagrama de integración de conceptos en la Educación 2.0: PLE, eportafolio, Aprendizaje Social Abierto (Ismael Peña, 2010) Figura 12. Diagrama de transferencia de aprendizaje adaptado de Tosh, WedMuller, Chen, Penny Light & Haywood (2006, 27) Figura 13. Modelo Conversacional Adaptado de Kolb (1984) por Diana Laurillard (2002) Figura 14. Diagrama aprendizaje conversacional crear significado a través de la reflexión sobre la experiencia Light, Chen y Littleton (2006) Figura 15 Proceso de reflexión acorde con (Boud et al., 2005) Figura 16. Conceptualización componentes del eportafolio de aprendizaje: Reflexión, Documentación y Colaboración King (2002) Figura 17. Proceso de aprendizaje basado en la reflexión. Moon (1999) Adaptado por King, T (2002)

16 Figura 18. El eportafolio como proceso e itinerario de aprendizaje adaptado por el proyecto Mosep (2009) de Pallister (2007) Figura 19. Proceso reflexivo eportafolio apoyado por la Web Social Barrett (2009) Figure 20 Grouping Models and Frameworks for eportfolio implementation in higher education Figure 21. First level of eportolio implementation using Web Social Tools Barrett (2010a) Figure 22. Second level of eportfolio development Barrett (2010) Figure 23 Model of Self-regulation of learning Zimmerman Figure 24 The integrative relationship of learning eportfolio Figure 25 Action plan for eportfolio course integration based on (Fisher et al., 2011) Figure 26. Dynamic interaction among various components of course integration adapted (Fisher et al., 2011) Figure 27. Mahara support with Social Web and Tagging of most Web 2.0 tools. Source tdm.info Figure 28. Functional model of Mahara Figure 29. Relational components of an eportfolio Mahara Figure 30 Initial mapped categories from data analysis Figura 31. Diseño y presentación de contenidos en la asignatura asociadas a la actividad con PLE y la evaluación de la evidencia en Mahara desde el LMS Figura 32 Ejemplo de reflexión en el eportfolio Figure 33. eportfolio and PLE dynamics

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18 Nothing happens until something moves Albert Einstein 1. Introduction Nowadays universities are introducing educational changes in their teaching practices and their assessment strategies. These changes are involving many areas in the university. One of the places where most of the changes are initiated is from the classroom settings. To support them, eportfolios are being used in general as a form to align the principles stated from the Bolonia Process towards a teaching more centered on the student, supporting other aspects like mobility and recognition. Therefore, developing effective use of technology applied to education for teaching and learning has become an important challenge. In this regard, the main goal of this thesis is to identify learning environment characteristics when applying eportfolios for teaching and learning and students characteristics that could influence a meaningful learning. 1.1 Research This research in eportfolios is intended to provide awareness about the application of eportfolio for teaching and learning. It has been very preoccupying that many experiences that mostly teachers initiate using this digital resource don t fulfill the expectatives. Mostly, the experiences are applied as initiatives from teachers to introduce changes towards a formative assessment, reflection about learning, or documenting learning so students can see the progress of their work. What most teachers or students don t realize is that is not only the application of a portfolios systems or a web based eportfolio group by web 2.0 tools. But, the accompanying rationale about the methodologies, the instructional design, assessment, needs & preparation of students before and after the experience. It is not only about, making students use a digital platform because at the end if they don t find a purpose for creating their eportfolios, the motivation drops and their performance. These have been demonstrated before. So, what is now in our hands, and what this thesis is about; it is how to give awareness of introducing eportfolio from the classroom settings, from its design and applicability in order to get a level of reflection and critical thinking for students to demonstrate their level of maturity. Also, it may be influenced by students approaches to learning, self-regulated learning, and many ways to manage their own digital resources or artifacts. Social learning plays an important role when creating eportfolios due to its conception towards being social by offering a means to connect with other personal spaces.

19 The research objectives are: a) To identify characteristics of eportfolio used by students in order to integrate them in their learning activities b) To identify factors related with eportfolio application and students characteristics that can support or hinder students learning c) To analyze students approaches to learning and students regulation of learning in digital learning environments supported with eportfolios. Research Questions Study One a) What are the implications of the integration of learning eportfolio in classroom settings? b) What are the characteristics of eportfolio based on Mahara and the design of its integration that allow the inclusion of information and communication technologies based on Web 2.0 tools towards a personal learning environment? Study Two a) How the encouraging/discouraging factors of the time demand and student effort, feedback and assessment preference (eportfolio/traditional) relate with students approaches to learning? b) How the dominant approach to learning influence the activities with eportfolios and the traditional assessment? c) How eportfolio assessment has influenced the students approaches to learning in the disciplines of Teacher Education and Nursing? Study Three a) What are possible correlations among the students self-regulated skills and students approaches to learning and perception of eportfolio learning and evaluation? b) How the students approaches to learning are being influenced by the eportfolio course design? c) How the individual characteristics of students regarding self-regulated learning are being affected by the intervention in the design of learning with eportfolio? 1.2 Contributions In order to address the outlined research questions, this thesis is directed towards the challenge of investigating how students learn in learning environments mediated by educational technology based on the idea conceived around eportfolio development.

20 The study of eportfolios and its influence on students learning is not new and part of this thesis is to revise the contributions that are done so far in this field mainly in Higher Education. However, the researcher of this thesis is aware that focusing only in higher education may narrow the possibilities of a more coherent research; eportfolio frames an idea that surpass the limits of formal education and goes beyond to informal, no formal and lifelong learning. In this regard, this research is based on the conception of eportfolio as a collection of evidence that is gathered together to show a person s learning journey over time and to demonstrate their abilities. And, knowing that eportfolios can be specific to a particular discipline, this research focuses mainly in the field of teacher education. Then, the focus is in the process of constructing a portfolio, rather than the end product; this implies the study of many aspects of the process of learning that take place while creating digital portfolios. Reflection is the core of eportfolios and is a central part involved in the experiences carried out during this research. As well, as the dynamic of assessment, the teaching methodologies associated, the design of eportfolio integration for meaningful learning and the factors involved in the learning environment that may influence on students learning. The main contribution of this thesis is the use of a design of eportfolio integration in traditional classes. Being aware of the special changes in the learning environment that may provide feasibility of eportfolio to document learning, provide a formative and summative assessment towards a more learner-centric learning experience. In this regard having the potential to approach the challenges of the new knowledge landscape provided by technology applied to education influenced by constant use of Social Web tools based on cloud computing. In order to carried out this research, the contributions of principal authors in this field are revised and referred to design eportfolio integration in higher education. Barrett (2009), Johnson et al. (2006), Penny Light (2011), Abrami et al. (2008) and the eportfolio principles proposed by (JISC, 2010, 2012) and the design of Fink ( 2009) and Fisher at el. (2011). And also, taking into consideration the contributions of Cambridge (2010) and Ravet (2005, 2009, 2013) and the eportfolio organizations in Europe and main universities. As it is seen, there is a wide influence in the research of eportfolio which this study has directed towards the process of learning and the design of learning. The main contributions of this research are aligned with key trends of technology adoption, although it is focused on students adoption of eportfolio in order to enhance learning. In this line, the shift to students deep learning approaches, rethinking the roles of teachers, integrating characteristics of personalized learning in relation with students self-regulated abilities and keeping formal education relevant are among the main contributions. The thesis further presents eportfolio application in higher education through three experiences developed in order to analyze in detail the implications on students learning taking as a reference the context of Rovira i Virgili University. 1.3 Outline Chapter Two focus in a more general level in the conception of eportfolio as an educational change seen from the perspective of the changes that need to be done still

21 from traditional classroom to the ones student centred supported by educational technology. It shows the scope of eportfolio implementation around the world and the fast advancement that this conception is bringing in many countries. And, the educational technology around the eportfolio that is much diversified. Chapter Three focus on the literature review around eportfolio, starting on its conception and studies carried out around diverse topics about the teaching practice, reflection on learning, attitudes around eportfolio, methodologies and so on. This part of the study demonstrated the wide research on eportfolios and the importance of this rationale for teaching practice translated in reflective practice, transfer of learning and personal learning environments. Chapter Four focus in the chosen models and framework for eportfolio practice and integration into course design. Chapter Five presents the first study that was conducted as a learning strategy with electronic portfolios. It was approached from two eportfolio applications; the first one implemented with Master students in Teacher Training Erasmus Mundus during the course of educational innovation. The second application was in the bachelor course of Developing of Technological Resources with the same methodology regarding the integration of eportfolio but analyzed within the perspective of integration of how students used digital resources towards the creation or visualization of their personal learning environment and its application during the course with the eportfolio. The eportfolio was intended to analyze the students attitudes and use of the artifacts and digital resources. Data was analyzed via qualitative methods, via interviews and eportfolios content analysis. Chapter Six presents the second study conducted in the context of higher education at the Rovira i Virgili University with two groups of students attending the grades of Pedagogy and Nursing. The aim of this study was to analyze the relationship of students approaches towards learning and their assessment preferences for traditional assessment and eportfolio assessment. The characteristics of the two courses differed regarding the initial training about the eportfolio Mahara. The students of pedagogy course was fourth year of study and the Nursing course second year of studies, have previously received technical and methodological training with the eportfolio Chapter Seven shows the third study that was conducted with bachelor students of child education fourth year, during the course Teaching and learning experimental sciences, social sciences and Mathematics III this study shows the rigorous design of eportfolio strategy to support teaching and learning. It was organized through a careful design of learning activities and initial training on eportfolio tool and methodology. The course was designed by the teacher having in mind the use of eportfolio to be worked in groups in order to cope with a large course. The methodology used consisted on using research mixed methods quantitative and qualitative analysis. In this regard, we used three validated questionnaires that were also validated via quantitative methods. And, we used content analysis using two types of coding procedures: open axial, and selective coding based (Patton, 2002; Pigeon & Henwood, 2004).