An Embedded ePortfolio in a Master's Degree: Is It Working?

Autor/in	Munday, Jennifer
Titel	An Embedded ePortfolio in a Master's Degree: Is It Working?
Quelle	In: International Journal of ePortfolio, 7 (2017) 2, S.175-185 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-622X
Schlagwörter	Portfolios (Background Materials); Technology Uses in Education; Masters Programs; Case Studies; Attitude Change; Student Attitudes; Foreign Countries; Education Majors; Educational Philosophy; Educational Planning; Graduate Students; Metacognition; Program Descriptions; Interviews; Curriculum; Australia + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Magister course; Magisterstudiengang; Case study; Fallstudie; Case Study; Attitudinal change; Einstellungsänderung; Schülerverhalten; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Bildungsplanung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Interviewing; Interviewtechnik; Curricula; Lehrplan; Rahmenplan; Australien
Abstract	ePortfolios are embedded into several degree programs at Charles Sturt University in Australia to maximize the value of ePortfolio purposes for students working in or towards a profession. ePortfolio design has been embedded into a Master of Education curriculum for five years. Graduates of this degree program are classroom teachers, and some have leadership positions in education. The aim of this article is to report findings of a research project investigating continued use of the Master of Education ePortfolio processes; it ascertains whether the ePortfolio capstone task was an effective means for students to: draw together key elements of their study within the Masters program; and to reflect and identify changes in philosophy, thinking, or practice in professional work. Finally, the project studies whether recognizing the skills they used to create the ePortfolio encouraged the students to use those skills with their peers and colleagues or in teaching situations. The research took a Case Study approach, collecting graduate interviews and capstone ePortfolios. Analysis provided details about effective aspects and processes that embedded the ePortfolio into the higher degree program. ePortfolio curriculum and design require considerable planning if academic educators are to support the use of ePortfolios in Higher Education. (As Provided).
Anmerkungen	Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01