E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum

Tubaishat, Abdallah; Lansari, Azzedine; Al-Rawi, Akram

doi:10.28945/3341

Cited by 14 publications

(9 citation statements)

References 3 publications

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“…EPortfolios can be designed to meet course learning outcomes, which in turn are aligned with program outcomes and typically aim to address both institutional effectiveness requirements, and program accreditation requirements (Tubaishat, Lansari & Al-Rawi, 2009). …”

Section: Assessment and Accountabilitymentioning

confidence: 99%

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A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

et al. 2013

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Executive SummaryHigher education is mandated to document student learning outcomes and ePortfolios have been offered as a panacea for assessment, evaluation, and accreditation. However, the student voice regarding the value students construct from building and utilizing web-based electronic portfolios (ePortfolios) in higher education has been sparse or non-existent in a number of disciplines. In the current study, a total of 459 undergraduate and graduate students' perceptions were collected through structured surveys, reflective journals, emails, and reflection papers. This mixed methods study reviews the historical foundations of contemporary web-based ePortfolios within a constructivist theoretical frame and presents four case studies from two universities in southwest USA from four disciplines (education, industrial technology, chemical engineering, and human resource development). A compilation of research findings from the four case studies yielded 27 categories that were later condensed through cross-case analysis resulting in five emerging themes: career-focused, big picture of learning, social and visual learning, enablers of ePortfolios, and barriers of ePortfolios. Each theme is discussed and illuminated by extracts of student work and supported by relevant literature. Recommendations include greater communication with students regarding expectations and requirements of the ePortfolio, providing student and faculty training on web-based ePortfolios, and forming a community of practice.

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Section: Assessment and Accountabilitymentioning

confidence: 99%

“…Universities are feeling pressure from the public to be relevant and provide a curriculum that prepares students to enter a challenging job market (Tubaishat et al, 2009). Employers expect college graduates to be prepared and have readiness for essential work tasks.…”

Section: Career Connectionsmentioning

confidence: 99%

A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

et al. 2013

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“…ePortfolios have been linked to self-regulated learning (SRL) in HE, and it has been suggested that ePortfolios can promote SRL (Blackburn & Hakel, 2006;Cheng & Chau, 2013). A shift to outcomesbased education will require tools that demonstrate and track such learning (Tubaishat, Lansari, & Al-Rawi, 2009).…”

Section: Eportfolios In Programs Preparing Students For Professional mentioning

confidence: 99%

Collective Approaches to ePortfolio Adoption: Barriers and Opportunities in a Large Canadian University

Paulson

Campbell

2018

cjsotl-rcacea

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University programs that prepare graduates for professional fields are adopting ePortfolios to achieve program learning goals and promote lifelong learning. However, various structural and cultural barriers exist to implementing ePortfolios, particularly in large universities. Members of a community of practice (CoP) that participate in collaborative inquiry into the adoption of ePortfolios, using and producing Scholarship of Teaching and Learning (SoTL) in their “collective working,” create shared knowledge and pooled resources for assessing adoption challenges and developing strategies to overcome them. In this reflective practice inquiry, two academics who provide leadership and instruction in education and medical science programs in a large Canadian university consider the learning and administrative value of using ePortfolios in blended undergraduate and online graduate programs, as well as the challenges that face their implementation. The inquiry provides a literature review, force field analysis, and reflective dialogue to identify key barriers and opportunities to adopting ePortfolios in programs that provide job-ready and job-embedded learners. Inquiry findings propose that CoPs and SoTL are mutually beneficial for how they foster opportunities for program leaders to build experience and evidence-based cases for the institutional and program-based support ePortfolio implementation and assessment. Les programmes qui préparent les étudiants à une carrière professionnelle adoptent les ePortfolios pour atteindre les objectifs d’apprentissage de ces programmes et encourager l’apprentissage tout au long de la vie. Toutefois, il existe divers obstacles structurels et culturels à l’emploi des ePortfolios, en particulier dans les grandes universités. Les membres d’une communauté de pratique (CoP) qui participent à une enquête en collaboration sur l’adoption des ePortfolios ont créé un partage des connaissances et ont rassemblé leurs ressources pour évaluer les défis présentés par l’adoption des ePortfolios et développer des stratégies pour les surmonter, faisant usage de l’Avancement des connaissances en enseignement et en apprentissage (ACEA) dans leur travail en collaboration. Dans cette enquête réflexive sur la pratique, deux professeurs qui offrent du leadership et qui enseignent dans des programmes d’éducation et de sciences médicales dans une grande université canadienne examinent l’apprentissage et la valeur administrative présentés par les ePortfolios dans des programmes hybrides en ligne de premier cycle et de cycles supérieurs, ainsi que les défis qui surviennent lors de leur mise en oeuvre. L’enquête fournit un examen des publications, une analyse des forces et un dialogue de réflexion afin d’identifier les obstacles principaux ainsi que les opportunités présentés par l’adoption des ePortfolios dans des programmes qui produisent des étudiants prêts à l’emploi et incorporés à l’emploi. Les résultats de l’enquête suggèrent que les CoP et l’ACEA sont mutuellement bénéfiques dans la manière dont ces groupes favorisent les opportunités pour les dirigeants des programmes et les aident à mettre sur pied des expériences et des cas fondés sur des faits pour favoriser le soutien institutionnel des programmes et pour la mise en oeuvre et l’évaluation des ePortfolios.

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“…However, researchers find fault with adapting higher education to the needs of the consumer and claim that the knowledgeas-consumer-goods approach mightassign lesser importance to theoretical knowledge per se, and instead base its academic curricula on the professional demands of employers and emphasize professional and personal skills instead (Velde, 2009;Tubaishat, Lansari, & Al-Rawi, 2009;Meleki, 2009). These adaptations to the needs of the market place can impinge on other professional requirements, such as the need of professionals to acquire broad knowledge bases in their fields (Heckman & Montera, 2001).…”

Section: The Perception Of Knowledge As Consumer Goodsmentioning

confidence: 99%

Does the Behavioral Science Curriculum in a Private College Fit the Needs of the Job Market?

Pasternak¹

2014

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The perception of knowledge as consumer goods appeared with the development of private education and reflects a marketing or consumer needs approach. The consumer-needs approach sees advantages in adapting higher education to the needs of the consumer. This article examines whether the behavioral science curriculum (scope, and content) in the private college is based on the approach of knowledge as consumer goods. In addition, what is the level of satisfaction expressed by the alumni of the course, i.e. those who completed the curriculum? The study used a multi-method approach, combining textual analysis of archived documents and an online questionnaire survey of 250 alumni. The results: the scope and contents of the curriculum were only partially affected by this approach. Nonetheless, the graduates were very satisfied with the curriculum's contribution to their personal and professional skills and occupations.

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E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum

Cited by 14 publications

References 3 publications

A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

A Cross-Case Analysis of the Use of Web-Based ePortfolios in Higher Education

Collective Approaches to ePortfolio Adoption: Barriers and Opportunities in a Large Canadian University

Does the Behavioral Science Curriculum in a Private College Fit the Needs of the Job Market?

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