• International Journal of Advanced Culture Technology
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• v.10 no.3
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• pp.220-225
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• 2022

The purpose of this study is to develop an e-teaching portfolio to perform a teaching portfolio of an instructor on the web. I order to carry out this study, an initial model of the e-teaching portfolio was developed through systematic literature review, and the final e-teaching portfolio was developed by selecting and applying five students, then modifying and supplementing them. The study period was from May 1 to May 20, 2022. As a result of the study, the components of the finally developed e-teaching portfolio are Step 1: Understanding oneself, Step 2: Goal setting, Step 3: Learning strategy, Step 4: Self-check. In conclusion, the program developed through this study is a convenient function that can process everything in one place by connecting the fragmented teaching results, and the developed e-teaching portfolio can promote interaction between individuals by building a community. It has possible characteristics. In order to systematically activate the e-teaching portfolio developed through this study, it is necessary to establish an online management system for systematic operation. Furthermore, an institutional device is needed to guarantee the result of the developed e-teaching portfolio. In order to continuously manage the quality of the teaching portfolio, extrinsic rewards that stimulate the instructor's intrinsic motivation should be provided.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.35-40
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• 2012

This study presents an analysis of the current situation (management, approach, adjustment, transportation, and others) of teaching portfolio by examining the teaching portfolio managers (staffs, researchers, teaching assistants, etc.) of 6 universities in the southeast of Korea. The rationale for the study focus is that the existing teaching portfolio either suffers a problem in the transportation, approach, adjustment and/or management or is likely to raise a problem in the future. In order to solve this problem, this study builds a web-based e-teaching portfolio. According to the analysis results, the engineering education system was established in all 6 universities (Ed- note that '6 universities' has already been specified as the study sample). The teaching portfolio was partially digitalized in this system, despite some problems of converting analog data into digital data, which induced difficulties in constructing the overall e-teaching portfolio. Therefore, this study focused on constructing an e-teaching portfolio without developing any additional system by using the existing system positively, and also on determining the appropriate components among the existing teaching portfolio components. Accordingly, in order to convert the analog data into the digital data required for this study, we used a digital camera as the conversion device and converted the teaching portfolio components into those appropriate for the e-teaching portfolio. Finally, we constructed an existing system appropriate for the e-teaching portfolio by using these devices and components.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.236-248
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• 2008

This study has explored the elements of e-teaching portfolio for enhancing teaching expertise in higher education. This study is carried out through the literature review and expert's focus group interview. As the result of this study, seven elements of e-teaching portfolio for enhancing teaching expertise in higher education have been found. First, 'personal background' include curriculum vitae, course responsibility, and other educational activities. Second, 'teaching philosophy' include the principals on teaching and learning, statements of teaching philosophy. Third, 'learning environment' include the characteristics of students, the previous learning contents, and physical environment. Forth, 'course contents and methods' include teaching strategies and instructional materials, Fifth, 'instructional evaluation' includes the principals of evaluation and the examples of learning outcomes. Sixth, 'endeavor for improvement of instruction' include evidence of activity for teaching improvement and instruction feedback from peer and students. And e-teaching portfolio also includes research career and awards history element.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.55-69
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• 2011

The purpose of this study is to develop and apply e-teaching portfolio in EIU for pre-service teachers, and to explore the possibility of applying e-teaching portfolio in pre-service teacher education. E-teaching portfolio has developed an online platform after designing the component of teaching portfolio. And then pre-service teachers' perceptions were investigated. The findings, pre-service teachers thought that e-teaching portfolio was useful for the accumulation and management of instructional materials, and gave opportunities to improve self-reflection, teaching skills and evidence over the professional development through communication.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.968-978
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• 2013

The purpose of this study is to explore the strategies for application of e-portfolio for improving teaching efficacy of pre-service teachers. 35 pre-service teachers wrote reflection papers and uploaded their data to their personal e-portfolio during 10 weeks. They participated in two teaching efficacy surveys which were conducted before and after using e-portfolio. Twelve participants were interviewed regarding their experience and perceptions of e-portfolio. As the result of compared-sample tests, teaching efficacy increased statistically significantly. According to the students' interview, the pros and cons of e-portfolio were identified and the strategies for application of e-portfolio were suggested for improving teaching efficacy of pre-service teachers.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.45-50
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• 2022

In this study, an e-portfolio system was constructed and utilized to communicate with students, while processing the overall procedure of teaching-learning activities as data for qualitative improvement in the non-face-to-face educational environment. The e-portfolio system was designed to support the entire process of reflection from the instructor's lesson planning, regular checking of the learner's understanding during the course operation process, online communication, and support for learner-centered educational activities. Analyzing the effectiveness of the communication-based learning effect between instructors and learners using the e-portfolio in liberal arts programming classes, which may be difficult for non-major students, a significant correlation was found in problem-solving skills, and midterm and final exams. Additionally, the result of analyzing the expanded applicability of e-portfolio satisfaction demonstrated a significant correlation with the students' computational thinking ability, test results, assignments, and academic performance. It was found to have a significant effect on the improvement of computational thinking ability. If non-face-to-face education is conducted using the proposed e-portfolio system type, it will be possible to improve the quality of online education, while communicating effectively with students.

• Journal of The Korean Association of Information Education
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• v.12 no.2
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• pp.223-234
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• 2008

Educating qualified elementary school teachers depends on excellent pre-service education. The high quality of education is accomplished by various interactions between teachers and learners, as well as active participation by students. In the present study, online problem-based learning and an e-portfolio were used to examine the effect on the computer-curriculum education to reflect social and individual needs, and to enhance the quality of instruction at universities. Students (n=105) participated in six different problem-based learning sessions. At the same time, they developed Blog e-portfolios as individual and group products, and wrote reflective journals that focused on their learning processes and results. A qualitative analysis method was employed to analyze the reflective journals. The results of the analyses showed the following: 1) Increasing the understanding of the computer-curriculum education, 2) enhancing students' competence in using ICT potentially, 3) cultivating student-centered teaching and learning strategies on ICT, and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• Proceedings of the Korea Contents Association Conference
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• 2009.05a
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• pp.88-93
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• 2009

e-Portfolio in e-Learning environment is defined as the results which either teachers or learners systematically manage global contents related to their teaching and learning, respectively. When the e-Portfolio is applied to their work including teaching and learning, it is very useful for both teachers and learners to prepare their teaching plan, and to get the opportunity of their reflection by checking out their learning output, respectively. To generate e-Portfolios, there are two ways; one for collecting it directly from teachers and learners and another for collecting it automatically as a result of learning activities through e-learning system. In this paper, for efficient management of e-Portfolio, the data is layered, classified, restructured, and provided for users' purposes and various situations. Users can construct their own e-Portfolios by adding their own logic with their purposes in different situations.

• Proceedings of the Korea Contents Association Conference
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• 2012.05a
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• pp.207-208
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• 2012

본 연구의 목적은 e-포트폴리오인 K-folio의 개발 배경, 목적과 전략 그리고 애플리케이션 구성 등을 소개하고 추후 발전 방향을 제시하는 것이다.

• Journal of Korean Institute of Industrial Engineers
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• v.3 no.1
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• pp.55-59
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• 1977

This paper develops a portfolio management game applicable to Korean Stock Market with an emphasis on teaching and training aid. It allows each participant to start out with a certain amount of money and pick his favorable stocks from a list of stocks chosen by instructor. Each participant must make a transaction at each time period and he gets a readout that states his individual performance, i.e., stock lists, cash on hand, net worth, transactions he has made and rank in accordance with his net worth. This game package consists of 10 subprograms and 7 files written with Fortran language for use on the Nova 840 computer and is divided into 3 main categories according to their functions, i.e., book-keeping function, data processing function and information searching function. This package may be used for training portfolio decison makings in the stock market and for comparing various investment methods through hypothetical investments.