Devibar, Mary Cassey G.

BSED English 2

"The Pros and Cons of ePortfolios in the New Normal Education".

As the need for eLearning programs grows in the new educational system, so does the necessity
to manage the knowledge learned. Students and experts alike need a way to keep track of their
current and future learning needs. This isn't to imply that keeping track of the courses you've
taken in school and on your development plan is enough. It does not imply that students must
keep track of all of their courses. A workshop an ePortfolio is more than just a list or a number.
It provides a thorough account of the learning that has occurred. It's both a reflection on and a
reflective activity in and of itself. It's a recall of past events and performances. It identifies the
students' strengths and weaknesses. It's also a great way to consult with an organization's
learning professionals, who can help the employee choose the best learning path for them.
These aren't the only benefits they possess. E-portfolios are often used by students to gather
their work, reflect on their strengths and flaws, and strive for improvement. Faculty,
departments, and institutions get valuable information when they analyze portfolio work,
reflect on it in instructional contexts, and use the data and thoughts to plan for development.
Students and teachers can use e-portfolios to track the progress of critical goals over time,
create connections between different elements of the curriculum, acquire insights that lead to
improvement, and develop identities as learners or facilitators of learning. E-portfolios provide
significant opportunities for metacognition through regular reflections, which may aid students
in achieving a range of goals and abilities. Reflection on work saved in e-portfolios can help
students plan their own academic pathways as they learn about e-portfolios, facilitate learning
integration as students connect learning across courses and time, be focused on developing
self-assessment abilities in which students judge the quality of work using the same criteria as
experts, and help students build their personal and academic identities as they complete
complex projects and reflect on their work. Cons of ePortfolio to the New Normal include that
software incompatibilities while reading documents, as well as enormous file sizes that can
overwhelm a potential employer's email account, can be an issue with ePortfolios. If you don't
have access to a computer, an ePortfolio might be tough to utilize during a job interview. The
downside is that some students may lack technical knowledge and, as a result, feel overworked.
Furthermore, when the teacher does not provide sufficient information about the topic and the
activity, students may lack motivation. The e-portfolio, on the other hand, is not expressive
when the instructor places too many limitations on the form and duties of the e-portfolio; in
this case, the e-portfolio cannot be considered the pupil's own and self-organized piece of
work. Over-scripting is the term for this issue. Furthermore, another issue known as 'over-
acting' may arise. This means that the students just accumulate a large quantity of unrelated
pieces of work with no purpose. Furthermore, extensive student reflection on their learning
process can lead to an issue known as 'over-reflecting,' which suggests that students reflect on
their work only for the benefit of their professors.A workshop an ePortfolio is more than just a
list or a number. It provides a thorough account of the learning that has occurred. It's both a
reflection on and a reflective activity in and of itself. It's a recall of past events and
performances. It identifies the students' strengths and weaknesses. It's also a great way to
consult with an organization's learning professionals, who can help the employee choose the
best learning path for them. These aren't the only benefits they possess. E-portfolios are often
used by students to gather their work, reflect on their strengths and flaws, and strive for
improvement. Faculty, departments, and institutions get valuable information when they
analyze portfolio work, reflect on it in instructional contexts, and use the data and thoughts to
plan for development. Students and teachers can use e-portfolios to track the progress of
critical goals over time, create connections between different elements of the curriculum,
acquire insights that lead to improvement, and develop identities as learners or facilitators of
learning. E-portfolios provide significant opportunities for metacognition through regular
reflections, which may aid students in achieving a range of goals and abilities. Reflection on
work saved in e-portfolios can help students plan their own academic pathways as they learn
about e-portfolios, facilitate learning integration as students connect learning across courses
and time, be focused on developing self-assessment abilities in which students judge the quality
of work using the same criteria as experts, and help students build their personal and academic
identities as they complete complex projects and reflect on their work. Cons of ePortfolio to the
New Normal include that software incompatibilities while reading documents, as well as
enormous file sizes that can overwhelm a potential employer's email account, can be an issue
with ePortfolios. If you don't have access to a computer, an ePortfolio might be tough to utilize
during a job interview. The downside is that some students may lack technical knowledge and,
as a result, feel overworked. Furthermore, when the teacher does not provide sufficient
information about the topic and the activity, students may lack motivation. The e-portfolio, on
the other hand, is not expressive when the instructor places too many limitations on the form
and duties of the e-portfolio; in this case, the e-portfolio cannot be considered the pupil's own
and self-organized piece of work. Over-scripting is the term for this issue. Furthermore, another
issue had known as 'over-acting' may arise. This means that the students just accumulate a
large quantity of unrelated pieces of work with no purpose. Furthermore, extensive student
reflection on their learning process can lead to an issue known as 'over-reflecting,' which
suggests that students reflect on their work only for the benefit of their professors.