High School Dance ePortfolios: Promoting Communication, Creativity, Collaboration and Engagement 
 

Introduction

     High school dance class is intended to be a space of creativity and fun learning experiences, however, many students are afraid of taking risks and feel safer communicating through social media, cellphone, or online courses that do not have need for human interaction.  Research conducted by, Tantarangsee et al. (2017) indicated that, “most of the students spend the average of 6-8 hours per day surfing the Internet..” Moving forward to in-person learning; the reality is that students are now even more afraid to try new things and are uncomfortable with communicating with each other. Students lack motivation and ownership of their actions and learning. 

In this literature review we will explore how the use of e-portfolios can aid in enhancing communication and collaboration among students, while also increasing engagement and creativity in the classroom. 

What is an ePortfolio?

     According to Harpnk (2017) an eportfolio is, “ learner’s digital evidence of meaningful connections.” An ePortfolio is a digital collection of evidence, artifacts, reflections, and accomplishments that demonstrate an individual's learning and growth over time. It is a platform that allows students to showcase their work, skills, and achievements in a personalized and interactive manner. EPortfolios can consist of many different  materials such as presentations, artwork, videos, and other digital artifacts. “The use of ePortfolios in high schools offers numerous advantages over traditional hard copy portfolios.” (Mitchell et al., 2021). EPortfolios are easily accessible and can be shared with teachers, peers, and potential employers. They also provide the opportunity for students to receive feedback and comments on their work, which can further enhance their learning experience. The integration of ePortfolios has been proven to yield numerous benefits by promoting communication, creativity, collaboration, and engagement among students. 

Benefits of eportfolios: Students

     According to Lin, the use of e-portfolios in high schools can foster interaction and collaboration within the classroom (Yastibas & Cepik, 2015)Bolliger and Shepherd (2010) have included e-portfolios in an online course and researched how students’ learning would be influenced by e-portfolios by looking at several factors, such as students’ perceptions, communication, motivation, and connectedness (the relationship between two people). It has been found that all communication between peers and even between students and teachers has become more effective. The study also shows that students can understand program-level expectations in online courses. This not only motivates and encourages students to complete their e-portfolios, but also allows them to improve their work by benefiting from the insights and feedback of their peers (Yastibas & Cepik, 2015).

     E-portfolios also provide a platform for students to showcase their creativity. They can make their portfolios their own by selecting the format, design, and other navigation elements  that best represent their accomplishments.  “As students begin to express agency in terms of their choice of platform for the project, page layout, and artifacts to include, they experience a shift in mindset. This line of thinking capacitates a can-do attitude, results in appreciation of their vulnerability as storytellers, and leads to a completion of an authentic project in digital spaces. “ (Zuba Prokopetz, R. 2022) In addition, ePortfolios encourage students to reflect on their strengths and weaknesses, allowing them to identify areas for improvement and set goals for growth (Yastibas & Cepik, 2015). (Harapnuik, 2021) defines COVA as “a learner centered active learning approach that gives the learner choice (C), ownership (O), and voice (V) through authentic (A) learning opportunities.” COVA enables students to  take ownership of their learning and learn to appreciate the opinions of their peers. In connection with creating an eportfolio, it allows students to create an authentic project in a way that lets them voice their opinions, and take ownership of how they learned the material. Students also acquire skills that they can carry with them past high school. They would be able to use their portfolio to secure future jobs but showing their past work to their potential employer.  “The process of developing an ePortfolio embodies inclusivity and acceptance of differences among group members. The role of the students changes from being passive observers to active participants who are instrumental in shaping their own learning.” (Terheggen et al., 2000) 

Benefits of eportfolios: Educators

     While assigning eportfolio projects to students greatly benefits them, there are also many benefits for the educator as well. Kilbane & Milman, 2017 research showed, “teachers expressed that through the creation of digital portfolios, students learned academic standards, developed self-assessment and reflection skills, and engaged more with content because they were motivated to learn.” 

While educators that are practicing the COVA approach to learning allow students to take ownership of how they learn, they must also be precise with what they are asking of the students. Teachers “need to be mindful about which artifacts need to be included for what purposes. “ (e-Portfolio | Center for Teaching & Learning, n.d.)  EPortfolios are intended to show creativity and artifacts, however, they must also show organization and be easily navigated.“A portfolio is not a placeholder for all or random student work.” (e-Portfolio | Center for Teaching & Learning, n.d.)   According to Miller and W. Morgaine (2009) eportfolios can, “...generate data on student learning that can be analyzed for ways to improve student learning.”  If expectations are clear ePortfolios can show areas that students are excelling in as well as where they need the most help. 

How to use an EPortolio in High School Dance

     Using an ePortfolio in high school dance can offer numerous benefits to both students and teachers. It provides a place for students to document and reflect on their dance experiences, performances, and learning progress. Students can engage in ongoing communication with their dance teachers, peers, and even outside experts who may provide valuable feedback and guidance. “Good e-portfolio practice always includes the processes included within the broad concept of metacognition—having students reflect on their work and think about their progress in learning.” (Miller & Wende Morgaine, 2009)

     Moreover, ePortfolios in high school dance foster creativity by encouraging students to explore different choreographic ideas and experiment with diverse movement styles. The multimedia capabilities of ePortfolios allow students to incorporate videos, photos, and written reflections to showcase their dance skills and artistic growth. EPortfolios go beyond just being a collection of artifacts; they provide students with a platform for reflection and growth. “The act of creation means that students are engaged in reflection and deeper learning.” (Harapnuik, 2021) Through the use of multimedia elements such as videos, photos, and written reflections, students are able to showcase their dance skills and artistic development in a personalized and interactive manner. This not only allows them to communicate their experiences and progress effectively but also encourages creativity by enabling them to experiment with different choreographic ideas and movement styles. The advantages of using ePortfolios in high school dance extend beyond individual growth.        They foster communication and collaboration between students, teachers, peers, and even outside experts who can offer valuable feedback. 

     This also allows teachers to accurately assess through digital video and photography student outcomes in relation to syllabus expectations. In another article, McGreevy-Nichols focuses on dance Performance rather than choreography. She encourages performance analysis through student portfolios that might include documents, peer feedback, and self-reflection.

     n her work on e-portfolios, McGreevy-Nichols highlights the benefits of reflective learning, facilitated through e-portfolio activity, when students document their own creative processes, particularly in relation to composition of original choreography. (Dunbar-Hall et al., 2015) Dunbar-Hall et al. (2015) Also goes on to say that using actual video footage is a great way for students to critique each other's performances, as well as their own. 

Conclusion

     The purpose of this review was to help others see the benefits of allowing high school students, even those in a performing arts class, to take ownership in how they learn by creating ePortfolios. It also shows how teachers can use this to create a student-led learning environment and help them to connect with their students in a significant way. “If you focus on creating significant learning environments by giving your learners choice, ownership and voice through authentic learning opportunities you will find that you will have an enormous impact on your learning environment.” (Harapnuik, 2021). There has been much research proving that the creation on eportfolios in the classroom promotes communication, creativity, collaboration and engagement.

 

References 

 

Dunbar-Hall, P., Rowley, J., Brooks, W., Cotton, H., & Lill, A. (2015). E-Portfolios in Music and other Performing Arts Education: History through a Critique of Literature. Journal of Historical Research in Music Education, 36(2), 139–154. https://doi.org/10.1177/153660061503600205 

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E-Portfolio | Center for Teaching & Learning. (n.d.). Center for Teaching & Learning. Retrieved June 20, 2023, from https://teaching.berkeley.edu/resources/assessment-and-evaluation/designassessment/e-Portfolio. 

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Harapnuik, D. (2021, May). ePortfolio. It's About Learning. Retrieved July 5, 2023, from https://www.harapnuik.org/?page_id=5973 

 

Harapnuik, D. (2021, August). Who Owns the ePortfolio. It's About Learning. Retrieved July 5, 2023, from https://www.harapnuik.org/?page_id=6050 

 

Harapnuik, D., Thibodeaux, T., & Cummings, C.. (2018). Choice, Ownership, and Voice through Authentic Learning COVA. Creative Commons License. https://doi.org/https://gallery.mailchimp.com/1bdbac4d4fbdff334a642eb11/files/8b18ae2a8696-4d58-9b80-192f4cc6624c/COVA_eBook_Jan_2018.02.pdf. 

 

Kilbane, C., & Milman, N. (2017). Examining the Impact of the Creation of Digital Portfolios by High School Teachers and Their Students on Teaching and Learning. https://files.eric.ed.gov/fulltext/EJ1142755.pdf.   

 

Miller, R. H., & Wende Morgaine. (2009). The Benefits of E-Portfolios for Students and Faculty in Their Own Words. 11(1), 8.Tantarangsee,

 

C., Kosarussawadee, N., & Sukwises, A. (2017). The Impact of Social Media on Students’ Time Consumption outside the Classroom. International Journal of Information and Education Technology, 7(10), 753–757. https://doi.org/10.18178/ijiet.2017.7.10.967

 

Terheggen, S. L., Prabhu, R. P., & Lubinescu, E. S. (2000). From Product to Process: Enhancing Learning through the Use of Student Electronic Portfolios.

 

Wurtherick, B., & Dickinson, J. (2015). Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments. International Journal of ePortfolio 2015, Volume 5, Number 1, 39-53. 

 

Yastibas, A. E., & Cepik, S. (2015). Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning. Procedia - Social and Behavioral Sciences, 176, 514–525. https://doi.org/10.1016/j.sbspro.2015.01.505

 

Zuba Prokopetz, R. (2022). ePortfolio pedagogy: Stimulating a shift in mindset. The Open/Technology in Education, Society, and Scholarship Association Journal, 2(1), 1–19. https://doi.org/10.18357/otessaj.2022.2.1.27

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