The Learning Theory behind E-Portfolios

The Main Proponent of Social Constructivism

Lev Vygotsky, a Soviet psychologist who stressed the significance of social

relationships and cultural factors in the development of human cognition, is one of the
most prominent individuals associated with social constructivism. Numerous facets of
social constructivism were developed as a result of his work.

In his works, Vygotsky highlighted the importance of interactions with others and
cultural context for learning. He identified that learning takes place in connection with a
person's culture and environment, as well as through interactions with other people.
Social constructivist theory is largely based on Vygotsky's theories of the zone of
proximal development (ZPD) and the contribution of a more knowledgeable other
(MKO) in facilitating learning.

Social Constructivism Theory

The principles and procedures of e-portfolios are closely aligned with the
emphasis placed by social constructivism on interpersonal communication, group
collaboration, developing knowledge, contextual learning, and continuous evaluation. E-
portfolios offer a digital platform for students to show how they continually build
knowledge within their social and academic contexts, making them an ideal framework
for implementing social constructivist concepts in the fields of education and learning
assessment.

The use of electronic portfolios coincides with the social constructivism

pedagogy, which holds that rather than merely receiving information, learning is most
effective when students develop their own conceptual frameworks. In addition, students
interact with their environment to achieve the social constructivism theory's goal of
effective learning.
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Social Constructivism is often associated with e-portfolios in the field of education and
learning for several reasons. E-portfolios are digital collections of a student's work,
achievements, and reflections, which can be used to demonstrate their learning and
development over time. Social Constructivism aligns well with the use of e-portfolios for
several reasons:
1. Collaborative Learning: Social Constructivism emphasizes the role of social
interaction in the learning process. E-portfolios can facilitate collaborative learning as
students can share their portfolios with peers and instructors. They can provide
feedback, engage in discussions, and co-construct knowledge, making the learning
experience more social and interactive.
2. Knowledge Construction: Social Constructivism posits that learners actively construct
knowledge based on their experiences and interactions with others. E-portfolios allow
students to document their learning journey, showcasing how they have constructed
knowledge over time. The reflective component of e-portfolios encourages students to
articulate their thought processes and the influence of social interactions on their
learning.
3. Contextual Learning: Social Constructivism emphasizes the importance of the socio-
cultural context in learning. E-portfolios provide a platform where students can embed
their work within its relevant context, whether it be in the form of documents,
multimedia, or written reflections. This helps learners situate their knowledge within real-
world or academic contexts.
4. Personalization: E-portfolios are inherently personal, allowing students to curate and
showcase their individual learning paths. Social Constructivism acknowledges that
learners bring their unique backgrounds, perspectives, and prior experiences to the
learning process. E-portfolios enable this personalization, as students can select and
organize materials that reflect their specific learning journey and interactions.
5. Continuous Assessment and Feedback: E-portfolios can support ongoing
assessment and feedback, aligning with the Social Constructivist idea that learning is a
dynamic process. Instructors and peers can provide feedback on a student's portfolio,
leading to iterative improvements and ongoing knowledge construction.
6. Narrative and Reflection: Social Constructivism often includes the idea of narrative
learning, where individuals construct their understanding of the world through
storytelling and reflection. E-portfolios encourage students to reflect on their learning
experiences and create narratives that make their learning visible. This process aligns
with the constructivist perspective that learning is an evolving, sense-making journey.

In summary, Social Constructivism's emphasis on social interaction, collaborative

learning, knowledge construction, contextual learning, personalization, and ongoing
reflection aligns closely with the principles and practices of e-portfolios. E-portfolios
provide a digital medium that enables students to demonstrate how they actively
construct knowledge within their social and educational contexts, making it a suitable
framework for applying Social Constructivist principles in the realm of education and
learning assessment.
The use of e-portfolios in education draws on social constructivist principles because e-
portfolios can support collaborative learning, reflection, and the construction of
knowledge within a social context. However, it's important to note that the application of
social constructivism to e-portfolios is a pedagogical approach rather than a specific
theory. Different educators and scholars may adapt social constructivist principles to suit
their specific needs and goals when implementing e-portfolios in educational settings.