Abstract Body

Background and purpose

Portfolios can be deployed to support Self-Regulated Learning (SRL). While there is theoretical ground for the utility of portfolios for SRL, current research – mainly consisting of quantitative questionnaires - shows mixed results. Since questionnaires mostly consider user opinions instead of the feelings, cognitions and behaviour on which those opinions are based, it remains unclear which factors are responsible for these results. Our research question therefore was: What are the experiences, feelings and cognitions of portfolio users concerning SRL?

Methods

We organized nine focus groups with trainees, supervisors and faculty of the Dutch General Practitioner speciality training. The transcripts of the focus groups were analysed with the use of template analysis.

Results

Trainees experienced little flexibility or autonomy to shape their e-portfolio according to their own learning needs, as faculty (in)directly requested them to provide a comprehensive overview of tasks, responsibilities and skills. Faculty aimed for such an overview, as they used the e-portfolio to monitor and assess progress of trainees. While trainees and faculty expected supervisors to actively engage with the e-portfolio, supervisors did not consider themselves to be a relevant stakeholder in the e-portfolio process. Functionality factors, e.g. user-friendliness, were mentioned by all groups to limit value and use of the e-portfolio.

Conclusions

Functionality issues and differing views concerning purpose and division of roles impair a portfolio’s worth for the support of SRL. A clear purpose and proper instructions and training might mitigate these impairments when implementing portfolios to support SRL.