Co-design in electronic portfolio for learning: pilot validation of the Co-PIRS Model

Abstract

This study performs a pilot validation of the Co-PIRS model., a co-design paradigm for integrating e-portfolios into learning environments and addressing students’ agency, organizing roles into four phases. This paper examines the model's effectiveness by exploring learners' satisfaction with the co-design approach, their evaluation of each Co-PIRS phase, and their suggestions for modifications, using an ad hoc questionnaire adaptation. The research utilizes a mixed-methods design, incorporating quantitative statistical analysis to explore students' satisfaction with multiple factors in the learning process, descriptive quantitative data about students' evaluation of each phase regarding coherence, adequacy, and clarity, and participants' qualitative feedback to refine the model. The results show that there is a positive correlation between students’ satisfaction, motivation, dedication, and evaluation, and there is a negative correlation between students’ satisfaction with teacher instruction clarity and the perceived usefulness of materials. Suggestions by students are mainly for eliminating tasks in each phase. The study offers a pilot validation of the model and reflects on the implications for educational research, policy-making and practices, which may further contribute to instructional design and educational innovation.

Keywords

• e-portfolio
• electronic portfolio
• co-design
• learning design
• learner’s agency