The aim of the study was to develop effective student support strategies in an ODeL context. In this presentation the experiences of students having to complete an online portfolio as both formative and summative assessment will be shared.
A sequential mixed methods study was conducted. In the qualitative phase the participants were given a reflective assignment on their experiences in completing an online portfolio of evidence that serves as both formative and summative assessment. Data were collected by means of narrative reflective essays and thematic analysis provided insight into their experiences.
Themes that emerged from the analysis of the reflective essays related to all three aspects of student support (systemic, cognitive and emotional). These were: orientation to and planning for the activity; support needs; and challenges and lessons learned. The participants who were all final year (third level) students, expressed their initial feelings of uncertainty when realising that the assessment was fully online, especially as they were not using this method in the previous levels of the programme. As the participants are all working in the clinical practice of nursing, time was a constraint. Both individual and peer support needs were regarded as important. The important lessons learnt were especially around time management and better planning around closing dates for specific activities of the portfolio.
The online activities of the portfolio provided an awakening that was not anticipated. Mixed feelings were expressed, challenges highlighted and recommendations to improve the online module were provided. An online portfolio with online activities is an innovative teaching and learning strategy that enhances the computer and internet surfing skills of the adult students over and above the mastering of the curriculum content.
Recommendations that were made include that an orientation to the module should be provided through a virtual classroom setting in a digital teaching laboratory. Careful selection of content should be done to reduce the workload to manageable levels for a semester, while meeting the required module credits. Online ICT support should be readily available to the students. Peer group support should be encouraged and facilitated.
The research raised important questions concerning what unique needs students in a developing country have, especially in an online environment. However, it also provided evidence of the opportunities for wider learning experiences beyond existing models of assessment in ODeL.