ABSTRACT

This study was developed in the context of a course in higher education and in a blended learning environment—online, distance, and face-to-face (b-learning). The aim was to identify and characterize the meanings and effects that students and teachers attribute to the use of digital portfolios as an assessment and learning strategy. The experience allowed the portfolio to be recognized as a mediating device in the development of assessment procedures that generate learning—an epicenter of efficient feedback and a means of enhancing the (re)construction of knowledge. The portfolio also helped develop students’ reflective capacity on their work and their learning, autonomy, and collaboration action, and improved their learning.

摘要

本研究是在高等教育课程和混合学习环境中开发的——在线、远程和面对面（b-learning）。目的是确定和描述学生和教师认为使用数字档案袋作为评估和学习策略的意义和影响。经验使作品集被认为是开发产生学习的评估程序的中介工具——有效反馈的中心和增强（重新）构建知识的手段。该作品集还有助于培养学生对工作和学习、自主性和协作行动的反思能力，并改善他们的学习。