CHI TIẾT NGHIÊN CỨU …
Tiêu đề
E-portfolios: Deepening student engagement in learning
Tác giả
Giering J.A.; Firdyiwek Y.B.
Năm xuất bản
2019
Source title
Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education
Số trích dẫn
3
DOI
10.4018/978-1-7998-0119-1.ch010
Liên kết
Tóm tắt
This chapter describes the experiences of a liberal arts college that is part of a large research university implementing e-portfolios with a focus on learning engagement. Using qualitative data collected over time and programmatic experience, the team assesses the depth of engagement their students are experiencing, to determine whether most students are using e-portfolios to engage in learning on their own, or only when prompted to do so by faculty within the confines of a single course. Too few students have taken full ownership of their e-portfolios and engaged with them as a meta-high impact practice. Implications of this finding suggest faculty using e-portfolios need to be intentional about student engagement at the meta-high impact level. Part of achieving this is developing further clarity on what it looks like when e-portfolios are designed to be used as a meta-high impact practice while applying more rigorous methods to determine when students have reached this level of engagement. © 2020, IGI Global.
Từ khóa
Tài liệu tham khảo
Attwell G., Personal Learning Environments-the future of eLearning?, Elearning Papers, 2, 1, pp. 1-8, (2007); Attwell G., E-portfolio: The DNa of the Personal Learning Environment?, Journal of E-Learning and Knowledge Society, 3, 2, (2009); Barrett H., Balancing the two faces of ePortfolios, Educação, Formação & Tecnologias, 3, 1, pp. 6-14, (2010); Bass R., Disrupting ourselves: The problem of learning in higher education, EDUCAUSE Review, 47, 2, pp. 23-33, (2012); Bass R., The next whole thing in higher education, Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 16, 1, (2014); Batson T., The Electronic Portfolio Boom: What's It All About?, Syllabus, 16, 5, (2002); Batson T., Watson C.E., Chen H.L., Rhodes T.L., Field Guide to Eportfolio, Field Guide to Eportfolio; Britland J., Developing Self-Directed Learners through an ePortfolio Peer Consultant Program, International Journal of EPortfolio, 9, 1, pp. 54-54, (2019); Buchem I., Psychological Ownership and Personal Learning Environments: Do sense of ownership and control really matter?, PLE Conference Proceedings, (2012); Cambridge D., Eportfolios for lifelong learning and assessment, (2010); Castiglione L.V., Portfolio assessment in art and education, Arts Education Policy Review, 97, 4, pp. 2-9, (1996); Chen H., Supporting individual folio learning: Folio thinking in practice, Poster Presented at the NLII Annual Meetings, (2004); Chen H.L., Using eportfolios to support lifelong and lifewide learning, Electronic portfolios 2.0, pp. 29-35, (2009); Davis M., Yancey K.B., Notes Toward the Role of Materiality in Composing, Reviewing, and Assessing Multimodal Texts, Computers and Composition, 31, pp. 13-28, (2014); Edwards D.W., Framing remix rhetorically: Toward a typology of transformative work, Computers and Composition, 39, pp. 41-54, (2016); Eisner E.W., Ligtvoet J., Boughton D., Evaluating and assessing the visual arts in education:International perspectives, (1996); Elbow P., Belanoff P., Portfolios as a substitute for proficiency examinations, College Composition and Communication, 37, 3, pp. 336-339, (1986); Elbow P., Belanoff P., Using portfolios to judge writing proficiency at SUNY Stony Brook. New Directions in College Writing Programs, (1986); Eynon B., Gambino L.M., High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning, (2017); Gardner H., The assessment of student learning in the arts, Evaluating and Assessing the Visual Arts in Education, pp. 131-155, (1996); Garrett N., An e-portfolio Design Supporting Ownership, Social Learning, and Ease of Use, Journal of Educational Technology & Society, 14, 1, pp. 187-202, (2011); Housego S., Parker N., Positioning ePortfolios in an integrated curriculum, Education + Training, 51, 5-6, pp. 408-421, (2009); Hubert D., Pickavance J., Hyberger A., Reflective E-portfolios: One HIP to Rule Them All?, Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 17, 4, (2015); Johnsen H.L., Making Learning Visible with ePortfolios: Coupling the Right Pedagogy with the Right Technology, International Journal of EPortfolio, 2, 2, pp. 139-148, (2012); Kahn S., E-portfolios: A look at where we've been, where we are now, and where we're (possibly) going, Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 16, 1, (2014); Kimball M., Database e-portfolio systems: A critical appraisal, Computers and Composition, 22, 4, pp. 434-458, (2005); Kuh G.D., The national survey of student engagement: Conceptual and empirical foundations, New Directions for Institutional Research, 2009, 141, pp. 5-20, (2009); Lane C., The power of" E": Using e-portfolios to build online presentation skills, Innovate:Journal of Online Education, 3, 3, (2007); Light T.P., Chen H.L., Ittelson J.C., Documenting learning with ePortfolios: A guide for college instructors, (2011); Lorenzo G., Ittelson J., An overview of e-portfolios, Educause Learning Initiative, 1, pp. 1-27, (2005); Madeja S.S., Alternative assessment strategies for schools, Arts Education Policy Review, 105, 5, pp. 3-13, (2004); Magolda M.B., Self-authorship: The foundation for twenty-first-century education, New Directions for Teaching and Learning, 2007, 109, pp. 69-83, (2007); Matthews-DeNatale G., Are we who we think we are? ePortfolios as a tool for curriculum redesign, Online Learning, 17, 4, (2013); Neumann J.W., Developing a new framework for conceptualizing "student-centered learning, The Educational Forum, 77, 2, pp. 161-175, (2013); Pawlyshyn N., Learning Technologies Incubator (LTi), A UVA Arts & Sciences Initiative:Electronic Portfolios in Foreign Language Teaching, Learning and Assessment, (2016); Posey L., Plack M.M., Snyder R., Developing a Pathway for an Institution Wide ePortfolio Program, International Journal of EPortfolio, 5, 1, pp. 75-92, (2015); Queiros R., Oliveira L., Leal J.P., Moreira F., Integration of eportfolios in learning management systems, International Conference on Computational Science and Its Applications, pp. 500-510, (2011); Reese M., Levy R., Assessing the future: E-portfolio trends, uses, and options in higher education, (2009); Sclater N., Web 2.0, personal learning environments, and the future of learning management systems, Research Bulletin, 13, 13, pp. 1-13, (2008); Selfe C.L., Multi-Modal Composition, (2007); Sorensen E., The materiality of learning: Technology and knowledge in educational practice, (2009); Stedman K.D., Remix literacy and fan compositions, Computers and Composition, 29, 2, pp. 107-123, (2012); Watson C.E., Kuh G.D., Rhodes T., Light T.P., Chen H.L., ePortfolios-The eleventh high impact practice, International Journal (Toronto, Ont.), 6, 2, pp. 65-69, (2016); Weimer M., Learner-centered teaching: Five key changes to practice, (2002); Willbanks K., The Future of Electronic Portfolios: Do They Help with Accreditation? EdMedia+ Innovate Learning, (2009); Wright G.B., Student-centered learning in higher education, International Journal on Teaching and Learning in Higher Education, 23, 1, pp. 92-97, (2011); Yancey K.B., Postmodernism, palimpsest, and portfolios: Theoretical issues in the representation of student work, College Composition and Communication, 55, 4, pp. 738-761, (2004); Yancey K.B., Electronic portfolios a decade into the twenty-first century: What we know, what we need to know, Peer Review: Emerging Trends and Key Debates in Undergraduate Education, 11, 1, (2009); Yancey K.B., Weiser I., Situating portfolios: Four perspectives, (1997); Zhang X., Olfman L., Firpo D., An information systems design theory for collaborative eportfolio systems, 2011 44th Hawaii International Conference on System Sciences, pp. 1-10, (2011)
Nơi xuất bản
IGI Global
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus