Abstract
To mitigate the challenges of 21st-century teaching and learning, active and innovative methods stand out, especially the Web Reflective Portfolio (WRP), which aims to stimulate inquiry-based learning and argumentation based on scientific evidence. The objective was to evaluate the WRP as a teaching, learning, and assessment method in competency-based training. This qualitative study used document analysis. Forty-seven WRPs, collectively constructed by 212 undergraduate nursing and nutrition students at a public university between 2020 and 2023, were analyzed. The document analysis revealed that the WRP empowers students to make decisions and solve problems, transforming passive and uncritical attitudes into active and reflective ones. The results indicate that the WRP fosters meaningful, collaborative, and autonomous learning, aligned with the National Curricular Guidelines.
Keywords
Active and engaged learning; Collaborative learning; Inquiry learning; Innovation; Self-regulation
Access in: https://doi.org/10.1590/interface.250491
