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.

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

Ligorio, M. B.
Conceptualization
;
2018

Abstract

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.
File in questo prodotto:
File Dimensione Formato  
Impedovo_et_al-2018-Journal_of_Computer_Assisted_Learning.pdf

non disponibili

Tipologia: Documento in Post-print
Licenza: NON PUBBLICO - Accesso privato/ristretto
Dimensione 386.39 kB
Formato Adobe PDF
386.39 kB Adobe PDF   Visualizza/Apri   Richiedi una copia

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/228514
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 2
  • ???jsp.display-item.citation.isi??? 3
social impact