FORMULATING A CONCEPTUAL UNDERSTANDING OF DIGITAL E-PORTFOLIO MASTERY AMONG FORM FOUR STUDENTS IN MALAYSIA

Abstract

This study aims to develop a conceptual understanding of digital e-portfolio mastery among Form Four students in Malaysia. Using a qualitative approach through a Basic Qualitative Inquiry study design, five participants were involved, consisting of three students and two Visual Arts Education teachers. Data were collected through semi-structured interviews and manually analyzed using coding and thematic analysis methods. The study findings showed that mastery of e-portfolios among students is still low and limited to a basic understanding as a place to store assignments. Four main themes were identified: (i) ambiguity of the e-portfolio concept, (ii) constraints in writing reflections, (iii) weaknesses in digital design creativity, and (iv) lack of support and guidance structures from teachers. Students were seen to fail to build authentic reflective and visual narratives, while teachers did not play an active role in providing structured guidance or meaningful evaluation of students' portfolios. This study suggests that the implementation of e-portfolios in arts education be strengthened with a conceptual framework that includes conceptual understanding, pedagogical support, and creative reflection skills. This study also contributes to a new understanding of the challenges and potential of implementing digital e-portfolios at the secondary school level. The implications of the study indicate the need for teacher training, the development of systematic rubrics, and the formal integration of digital literacy into the Visual Arts Education curriculum. It is hoped that these findings can serve as a basis for further research and the development of e-portfolio-based pedagogical models in the context of 21st century education.