Thaddeus Ryan Komorowski
Assess Digital Learning
What is Action Research?
When you hear the word research, you might think of a long formal process that may include the use of a laboratory, months or years worth of studies, and being conducted by someone formally trained in the concepts of scientific research. You probably do not think of educators in classrooms looking to enhance their current practices. Action research is essentially the process we all edure when we want to learn and improve. It is the process of trying something, reflecting on it, and then attempting to improve. Action research provides educators with a practical approach to addressing a question, with the goal of enhancing instruction (Mertler, 2020).
Action Research Outline
The proposed action research explores the implementation of digital ePortfolios within Crowley ISD as a means to enhance student learning, ownership, and long-term academic growth. Currently, many student assignments and projects lose relevance after grading, leaving learners disconnected from the value of their work. By introducing ePortfolios beginning in elementary school and continuing through high school, students will be able to collect, reflect upon, and showcase their learning across all subjects and grade levels. This initiative empowers students to recognize their own progress, develop twenty-first-century skills, and maintain a record of both academic and extracurricular accomplishments that can be carried beyond graduation.
The goal of this action research is to evaluate how digital ePortfolios impact student engagement, motivation, and the continuity of learning across grade levels. By examining both student and teacher perspectives, the study will provide evidence of how ePortfolios foster reflection, strengthen cross-curricular connections, and support authentic assessment practices. Ultimately, this research seeks to determine the effectiveness of ePortfolios as a district-wide innovation that equips students with tools for self-directed learning, professional growth, and lifelong success.
Click below for a PDF of my action research outline and my planning documents
What does the Literature tell us?
To help develop a greater context for a research topic, educators can review literature related to the practice being explored (Mertler, 2020). This literature review examines a deeper look into what blended learning is, different models of blended learning, some benefits of blended learning, a description of UFLI, and some obstacles to consider when using a blended learning model. Conducting this literature review helped provide support by highlighting effective strategies in literacy instruction and considerations to keep in mind when implementing the activities that will be assessed
Click the PDF below for a copy of my review of the literature.
Action Research Plan
An effective active research plan consists of many stages, such as the planning stage, acting stage, developing stage, and reflecting stage (Mertler, 2020). Each stage has smaller and more manageable tasks. The Impact of using this action research plan to create "An ePortfolio Revolution" will greatly improve the ownership of high school students, specifically 11th and 12th-grade students. The significance of this research lies in its potential to inform instructional practices that promote student ownership and engagement. This plan hopes to empower student and take ownership through ePortfolios to impact their achievement in high school and promote their success after graduation.
References
Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The REFLECT Initiative.
Journal of Adolescent & Adult Literacy, 50(6), 436–449. https://doi.org/10.1598/JAAL.50.6.2
Belcher, T., Sparkman-Key, N., Augustine, B., & Borden, N. (2023). ePortfolio: Advancing human services
education through technology. International Journal of ePortfolio, 13(1), 69–82.
Jostens Renaissance Education. (2016). Giving students a voice in the classroom. Jostens.
https://www.jostensrenaissance.com/student-voice-in-the-classroom/
Morreale, C., Van Zile-Tamsen, C., Emerson, C. A., & Herzog, M. (2017). Thinking Skills by Design: Using a
Capstone ePortfolio to Promote Reflection, Critical Thinking, and Curriculum Integration. International Journal of EPortfolio, 7(1), 13–28.
Nguyen, C. F. (2013). The ePortfolio as a Living Portal: A Medium for Student Learning, Identity, and
Assessment. International Journal of EPortfolio, 3(2), 135–148.
Nguyen, L. T., & Ikeda, M. (2015). The effects of an ePortfolio-based learning model on student self-
regulated learning. Active Learning in Higher Education, 16(3), 197–209. https://journals-sagepub-com.libproxy.lamar.edu/doi/pdf/10.1177/1469787415589532
Shroff, R., Deneen, C. C., & Cher Ping Lim. (2014). Student Ownership of Learning Using E-Portfolio for
Career Development. Journal of Information Systems Technology & Planning, 7(18), 75–90.
Thibodeaux, T., Cummings, C., & Harapnuik, D. (2017). Factors that contribute to ePortfolio persistence.
International Journal of ePortfolio, 7(1), 1–12. http://www.theijep.com/pdf/IJEP257.pdf
Weber, K., Cai, T., & Elliston, Z. (2023). I can see clearly now: Using ePortfolios to support reflection and
engaged learning in a summer internship program. International Journal of ePortfolio, 13(1), 55–67.
Wuetherick, B., & Dickinson, J. (2015). Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing
Education Learning Environments. International Journal of EPortfolio, 5(1), 39–53.
Zhang, P., & Tur, G. (2023). Exploring students’ agency in e-portfolio implementation: A case study. In
Proceedings of the 6th International Conference on Educational Technology Management (ICETM 2023) (pp. 208–214). ACM. https://doi.org/10.1145/3637907.3637975