Course implementation of Mahara e-portfolio: university students’ perspective

Abstract The paper investigates the feedback from 2nd and 3rd year students in a teacher training programme as part of the e-portfolio course implementation. Mahara e-portfolio platform was used in a compulsory elective course to enhance the learning experience and provide online space for completing various reading, listening, writing, speaking skills, and vocabulary tasks. The research adopts a qualitative approach and analyses expectations, fears, and contributions (before the implementation) related to e-portfolios and likes, dislikes, and suggestions (after the course completion). The paper reflects the students’ first-hand experience with e-portfolios and seeks to contribute to the growing area of research on this topic. Based on the data, the expectations towards e-portfolios were relatively positive. The students showed concerns, especially over technical issues and digital skills. As to the potential contribution, the students highlighted the interactive nature of e-portfolios. At the end of the course, the students appreciated especially peer-to-peer learning. On the other hand, the students showed a negative attitude towards difficulties and challenges with using the eportfolio at the beginning of the process. The students also suggested using one platform instead of multiple platforms. The findings can be of interest to teachers, lecturers, instructors or anyone planning to implement eportfolios in the field of education, especially with a focus on higher education.