The “friend of zone of proximal development” role: ePortfolios as boundary objects

• Published in: Journal of computer assisted learning 2018-12, Vol.34 (6), p.753-761
• Main Authors: Impedovo, M.A., Ligorio, M.B., McLay, K.F.
• Format: Article
• Language: English
• Subjects: Adjustment (to Environment); Blended Learning; Collaboration; College Graduates; Colleges & universities; Construction; Educational Technology; Electronic Publishing; ePortfolio; Feedback (Response); Friendship; Identification (Psychology); identity positions; Job Skills; Learning; Peer Relationship; Portfolios (Background Materials); Professional Identity; Quantitative analysis; role‐taking; Scaffolding; Skills; Student Attitudes; Students; Technology Uses in Education; zone of proximal development
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12282

This research investigates how a role called "friend of zone of proximal development" (ZPD), assigned to one student in a peer partnership, supports the transition from university to professional life. Two near‐identical blended courses are compared. In Course 1 (6 F, 3 M), the friend of ZPD role was introduced into the ePortfolio structure. In Course 2 (6 F, 3 M), this role was not introduced. Students taking up the "friend of ZPD" role offered comments and advice. A total of 790 notes, posted by 9 students (average age: 24) for each course, were analysed. Through a quantitative analysis of the notes, we identify 3 emerging identity positions: I‐as‐university learner; I‐as‐informal learner; and I‐as‐future professional. Course 1 registered a higher number of identity positions, and the I‐as‐future‐professional position was the most frequent. Further, sudents who predominantly took up the I‐as‐university‐learner position had the lowest grades. Findings suggest that a poor projection towards the profession may compromise student learning outcomes. Lay Description Currently known about the subject matter The literature has focused on how ePortfolio tool can demonstrate employability skills and facilitate job searching. There is need to explore new ways of expanding research into ePortfolios and to evaluate their effectiveness in student learning. What their paper adds to this ePortfolios act as a border artefact between learning and professional contexts to develop professional skills and competence. Identity is expressed in ePortfolios, and it could be retraced in identity position (as‐university learner; as‐informal learner; and as‐future professional) The identity position as‐future professional is the most frequent identity position in the ePortfolios. The role of “Friend of Zone of Proximal Development” supports the transition from university student identity to professional identity. Finally, the implications of study findings for practitioners The collaborative dimension is supportive in the construction of the ePortfolio and its influence on the expression of identity. The role of “Friend of Zone of Proximal Development” offers peer scaffolding and immediate feedback This role strengthens a sense of collaboration and community through a structured task and time frame. Participants feel more involved in ePortfolio construction because they are committed not only to their own ePortfolio but also that of the person by whom they have been chosen.