E-portfolio assessment in higher education

Bhattacharya, Madhumita; Hartnett, Maggie

doi:10.1109/fie.2007.4418182

Cited by 37 publications

(35 citation statements)

References 12 publications

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“…Bhattacharya and Hartnett (2007) discuss a system that assesses the learning that takes place during the design and development of students' eportfolios. Caldarola and MacNeil (2009) review the similarities and differences in student cheating among the various assessment methods.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment Methods of Student Learning in Web-Based Distance Courses: A Case Study

Hufford¹

2012

International Perspectives of Distance Learning in Higher Education

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Section: Literature Reviewmentioning

confidence: 99%

Assessment Methods of Student Learning in Web-Based Distance Courses: A Case Study

Hufford¹

2012

International Perspectives of Distance Learning in Higher Education

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“…Taken into account the content of the ecourses and our target group's needs, we decided to develop two e-portfolios, one for each course. A portfolio can be described as "a purposeful compilation and reflection of one's work, efforts and progress" (Bhattacharya & Hartnett, 2007). There are different types of portfolio including assessment, employment, learning, and teaching portfolios, the format ultimately depending on the purpose for which it is developed.…”

Section: Evaluation Methodologymentioning

confidence: 99%

Instructional Design of the WaW e-courses

Niari

Hartofylaka

2017

Ανοικτή Εκπαίδευση

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The current paper describes the process of the instructional design for the production of the WaW project e-learning courses by adapting the handbooks generated at intellectual outputs 3 and 4 (IO3, IO4: "21 st Century Skills Handbook" and "Crowdfunding Handbook") to e-learning context. The aim was to produce and develop online e-learning materials suitable for the needs of the target group, as well as to develop innovative online learning content, e.g. video courses, animation, scenarios, etc, in order to foster learning and self-development skills. Users will be females representing all the different target groups while being either employed or unemployed, interested in creating the appropriate mindset and conditions. The ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) was used for the production of the e-courses, not only because it is the generic process traditionally used by instructional designers and training developers, but mostly because it represents a dynamic, flexible guideline for building effective training and performance support tools. Instructional theories, such as behaviourism, constructivism, social learning and cognitivism, were taken into account as they also play an important role in the design of instructional materials. Keywords instructional design, ADDIE model, WaW project IntroductionThis paper describes the procedure that was followed for the production of the WaW project e-learning modules by adapting the handbooks generated at intellectual outputs 3 and 4 (IO3 and IO4: "21 st Century Skills Handbook" and "Crowd-funding Handbook") to e-learning contexts. The aim was to produce and develop online elearning materials suitable to the needs of the target group, as well as to develop innovative online learning content, e.g. video courses, animation, scenarios, etc, in order to foster learning and self-development skills. Users will be females representing all the different target groups while being either employed or unemployed, interested in creating the appropriate mindset and conditions. The ADDIE model was used for the production of the e-courses. The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases -Analysis, Design, Development, Implementation, and Evaluation -represent a dynamic, flexible guideline for building effective training and performance support tools.

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“…E-portfolio are enriched by students throughout the semester and assessed on at least two occasions by tutors (for the purpose of experimenting the proposed conversational learning model). Students maintain their e-portfolios for the duration of the class (Bhattacharya & Hartnett, 2007) via a Web-based application. Several previous research efforts supported the use of portfolios to assess learning.…”

Section: Conversational Learning Assessmentmentioning

confidence: 99%

Conversational learning integration in technology enhanced classrooms

Atif

2013

Computers in Human Behavior

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a b s t r a c tToday's college students have grown up with technology. These digital natives typically gravitate toward group activities in technology embedded social contexts. However, despite this multidimensional evolution, little has changed in conventional classrooms where they build their education experience. We investigate learning models in a classroom environment which still remains the main driver of education today. We describe a conversational learning model based on group activities which involve multi-party conversations. We implement this model in a technology-enhanced studio-classroom to ''visualize'' conversations which otherwise would remain abstract to learners. Teachers are empowered with instructional patterns to guide their changing role in this novel classroom environment. Based on standard assessment indicators, we conduct an experimental analysis which results show interesting tradeoffs of learning performance that favor the proposed conversational learning approach compared to those obtained from conventional instruction.

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E-portfolio assessment in higher education

Cited by 37 publications

References 12 publications

Assessment Methods of Student Learning in Web-Based Distance Courses: A Case Study

Assessment Methods of Student Learning in Web-Based Distance Courses: A Case Study

Instructional Design of the WaW e-courses

Conversational learning integration in technology enhanced classrooms

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