Dawn Theresa Nicholson


This paper reports on an existing undergraduate academic skills module where the assignment, a printed portfolio, has been replaced with an online portfolio. Qualitative feedback reveals that students most valued the provision of rapid and regular feedback on work, and had a raised awareness of employability goals. Tutors most valued the ability to monitor students' progress and provide rapid feedback on work. Some also valued the ease of the marking process and the positive impact on tutorials. However, portfolio organisation adversely impacted on the marking process for some, while others struggled with the effect of the online approach on face-to-face meetings, highlighting the need for further guidance on tutorial management. Quantitative analysis of student grades tentatively indicates higher attainment levels for online portfolios compared with printed equivalents. The findings suggest that online portfolios, combined with progress monitoring, peer learning, feedback practice, and intrinsic motivation, can promote student engagement.