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Virtual Portfolio: A Strategy for Learning Assessment in a Graduated Virtual Program Results of a Pilot Study
ARTICLE

, Universidad de Costa Rica, Costa Rica ; , Escuela de Nutricion, Universidad de Costa Rica, Costa Rica

iJET Volume 7, Number 4, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany

Abstract

Learning evaluation in a graduated master virtual program was assessed using virtual portfolio strategy as a tool to assess learning. A pilot study determined dimension and direction of interactions between students and professor during the first quarter of the program. Results show the most frequent dimension was social (55,9%), followed by procedimental (41,4%). In direction student /professor (32,7%) was the most, followed by professor /student. The predominance of social interactions might be explained because this research was done at the very beginning of the program. We expect the analysis of subsequent recorded chat session, forums discussions and people´s comments will show progressively switch toward cognitive interactions.

Citation

Marin, C. & Rodriguez, S. (2012). Virtual Portfolio: A Strategy for Learning Assessment in a Graduated Virtual Program Results of a Pilot Study. International Journal of Emerging Technologies in Learning (iJET), 7(4), 48-51. Kassel, Germany: International Association of Online Engineering. Retrieved June 19, 2019 from .

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