Portfolio
Et læringsstilperspektiv på
motivation og forhindringer
cand.mag. i Læring og forandringsprocesser
Aalborg Universitet – København
Speciale udarbejdet af Assa Færø
Studienr: 20115733, 10 . semester
Afleveringsdato: 31. Maj 2013
Vejleder: Mirjam Irene Godskesen
Anslag: 143.349 Antal sider: 75



Abstract
I dette speciale undersøges, hvad der gør sig gældende for de studerendes motivation og forhindringer i forbindelse med udarbejdelse af portfolio på Universitet. Specialet tager dels udgangspunkt i en interviewundersøgelse foretaget med seks studerende på uddannelsen ”Læring og forandringsprocesser”, dels i sekundær empiri udarbejdet i en spørgeskemaundersøgelse. Der analyseres ud fra et læringsstilperspektiv understøttet af Lena Boström og Svend Erik Schmidts skandinaviske version af Dr. Rita Dunn og Dr. Kenneth Dunns læringsstilmodel. Herunder er udvalgt de følelsesmæssige og sociologiske faktorer til analyse af undersøgelsen. Endvidere anvendes Olga Dysthe til yderligere analyse af de sociologiske faktorer, hun anvender også begreberne ’stilladssering’ og ’zonen for nærmeste udvikling’, hentet fra Bruner og Vygotski. Det konkluderes, at nuværende portfolioform i højere grad tilgodeser studerende, der har indre motivation, indre struktur og indre ansvarlighed og i mindre grad de studerende, der motiveres af det ydre, har behov for ydre struktur og ydre ansvarlighed. Vedrørende de sociologiske faktorer tilgodeser nuværende portfolioform både sociale og individuelle kognitive arbejdsformer, men i størst udstrækning de individuelle. Vedrørende de sociologiske faktorer konkluderes, at det sociale fungerer som stilladssering for de studerende i arbejdsprocessen og herunder som støtte for de studerende til at komme til det næste udviklingsniveau. Specialet konkluderer, at den valgte analysestrategi giver et perspektiv og en forklaring på, hvad der gør sig gældende i de studerendes motivation og forhindringer.

English abstract
This master thesis examines what motivates university students when working with portfolio, as well as which obstacles are faced in the work process. In order to answer the question, both theory as well as analysis of empiricism are applied. The empirical methods are approached in a qualitative way, as I have interviewed six students from the portfolio course in ”Læring og forandrngsprocesser”. Furthermore, 35 students in the portfolio course have participated in a survey about portfolio, which also is used as empirical evidence in the analysis.
The theoretical approach in the analysis is based on Lena Boström and Svend Erik Schmidt’s Scandinavian version of Dr. Rita Dunn and Dr. Kenneth Dunn’s model of different learning styles. I chose to use the emotional and sociological elements from the model to analyze the empirical material. Furthermore, I have chosen to use Olga Dysthe’s theories on the connection between the social and individual aspects in the students learning process, including the concepts ”scaffolding” and ”zone of proximal development” by Jerome Bruner and L.S. Vygotsky.
On the one hand, the current didactic portfolio structure largely accommodates students who are highly motivated by internal determination, internal structure, and internal responsibility. On the other hand, the current didactical portfolio structure inadequately accommodates students who are motivated by exterior factors, have a need for someone else’s help in creating structure, and students who experience accountability when deadlines are set in place for them.
In perspective of the social elements, the current didactical portfolio structure accommodates both social and individual cognitive work methods, although more of an emphasis is placed on the latter. In the sociological elements section it’s concluded that the social aspects have a scaffolding function in students’ work process. Furthermore, the social aspects in portfolio also support the students in achieving the next zone of proximal development.
The concluding evidence reveals that the chosen method and analytical strategy gives a perspective and an explanation on what motivates the students in their working process with portfolio, as well as what causes the obstacles the students experience.