Abstract:

The purposes of this study are to investigate the impact of using ePortfolios on preservice teachers’ lifelong learning skills and to explore their perceptions of the ePortfolio platform and reflections. The research was conducted using a one-group pretest-posttest experimental design. A total of 29 preservice teachers engaged in weekly reflection activities on the Mahara system and received feedback from peers and tutor. After a 14 weeks treatment, it was observed that the learning process on the ePortfolio with reflection activities significantly improved the lifelong learning scores, and this improvement was consistent across genders. Moreover, a significant relationship was found between academic achievement and reflection. Additionally, there was a moderate correlation between self-peer and self-tutor evaluations, and a strong correlation between peer-tutor evaluations. Student feedback indicated that adding content, utilizing, sharing, and communicating through the ePortfolio platform were relatively easy, although some initial difficulties were experienced by students, which gradually diminished with time. Despite the increased workload for both students and teachers due to ePortfolios and reflections, it is suggested that, with adequate information and support, it holds promise in teacher education, given its positive impact on student satisfaction and the development of lifelong learning skills.

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