Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/4410
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dc.contributor.advisorSalloum, Saraen_US
dc.contributor.authorKatrib, Caroleen_US
dc.date.accessioned2020-12-23T14:42:21Z-
dc.date.available2020-12-23T14:42:21Z-
dc.date.issued2019-
dc.identifier.urihttps://scholarhub.balamand.edu.lb/handle/uob/4410-
dc.descriptionIncludes bibliographical references (p. 86-93).en_US
dc.descriptionSupervised by Dr. Sara Salloum.en_US
dc.description.abstractThis research addresses the role of e-portfolio in promoting students critical thinking, fostering students creativity, helping students take ownership of their learning, as well as recognizing its role as a form of assessment. In Lebanon, summative assessments after the learning experiences are typically utilized to determine student development at the elementary cycle. Often denying pedagogical practices that promote meaningful learning, this "one size fits all" form of testing and assessment-giving neglects student individuality as well. In turn, a better assessment tool that shows students uniqueness, growth and progress more accurately has been suggested; e-portfolio assessment. This study therefore aims at examining the effects, especially those concerning the influence of e-portfolios on creativity and critical thinking of primary students. More so, the study aims at exploring the implementation of the e-portfolio as a form of assessment during primary years. The research has been conducted through a participatory action research (PAR) approach along with a qualitative instrumental case study approach. Findings show that creativity was demonstrated through both student design and creating culminating projects, as well as handling apps to make creative graphics in their bigger projects. The study also portrayed how students recalled and reflected on the knowledge acquired during this unit, demonstrating their critical thinking. What was also evident was students autonomy and ownership when constructing their e-portfolios. Findings are discussed in terms of provisions and affordances of e-portfolios in the primary years and the aspects that supported its adoption as an assessment technological tool.en_US
dc.description.statementofresponsibilityby Carole Katriben_US
dc.format.extentix, 114 p. :ill., tables ;30 cmen_US
dc.language.isoengen_US
dc.rightsThis object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holderen_US
dc.titleCreativity and critical thinking in electronic portfolios in the primary years : impact and stakeholder perspectivesen_US
dc.typeThesisen_US
dc.contributor.departmentDepartment of Educationen_US
dc.contributor.facultyFaculty of Arts and Sciencesen_US
dc.contributor.institutionUniversity of Balamanden_US
dc.date.catalogued2020-01-24-
dc.description.degreeMA in Educationen_US
dc.description.statusPublisheden_US
dc.identifier.ezproxyURLhttp://ezsecureaccess.balamand.edu.lb/login?url=http://olib.balamand.edu.lb/projects_and_theses/Th-EdE-30.pdfen_US
dc.identifier.OlibID248490-
dc.provenance.recordsourceOliben_US
Appears in Collections:UOB Theses and Projects
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