The digital portfolio as a reflective learning tool in the initial training of graduates in Physical Activity and Sports Sciences
DOI:
https://doi.org/10.17398/0213-9529.45.1.6Keywords:
Digital portfolio, higher education, reflective learning, teacher education, physical educationAbstract
The digital portfolio has become firmly established in higher education as a pedagogical tool oriented to reflective learning and formative assessment. In the field of teacher training, it allows the integration of learning evidence, personal reflections and educational experiences, favouring the development of self-regulation and critical thinking skills. The aim of the study was to analyse university students' perceptions of the use of the digital portfolio as a learning and assessment tool in the module Didactics of Physical Education. A descriptive-analytical study was conducted using a mixed-methods approach and a cross-sectional design. The sample was composed of 54 students in the third year of the Bachelor’s degree programme in Sport and Exercise Sciences. Data were collected by means of a questionnaire comprising Likert-type items and open-ended questions and were analysed using descriptive and inferential statistics. The results show a positive assessment of the digital portfolio as a tool to organize learning, document academic progress and encourage reflection on students’ own learning process, observing significant differences between the dimensions analysed. The item highest-rated was the ability of the portfolio to show evidence of learning, followed by the assessment of its continuity in the subject. The qualitative analysis allowed us to identify positive dimensions related to the organization of learning, critical reflection, creativity and student motivation. The results coincide with previous research that highlights the potential of the digital portfolio to promote self-regulation of learning and student engagement with their training process. The digital portfolio is confirmed as a relevant pedagogical strategy in initial teacher training, especially in contexts where it seeks to integrate reflective learning, formative assessment and professional development.
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