Abstract

This study explored students' perceptions regarding the integration of electronic portfolios (ePortfolios) in two online graduate-level courses at a small research university in the western United States. Researchers investigated student perceptions of communication, connectedness, value, and perceived student learning through ePortfolio integration and formative peer review to support a sustained community of learning. Data was collected from 40 students with a Web-based questionnaire and a threaded discussion forum. Results indicate ePortfolios positively impacted some students' perception of communication, connectedness, and learning. Most participants also valued ePortfolios. Prior ePortfolio experience and gender were responsible for minor differences in student perceptions, whereas lack of prior reflective experience impacted student perceptions significantly. Researchers conclude that ePortfolios can foster learning communities in online graduate programs. (Contains 1 table and 2 figures.)

Citation

Bolliger, D.U. & Shepherd, C.E. (2010). Student Perceptions of ePortfolio Integration in Online Courses. Distance Education, 31(3), 295-314. Retrieved August 10, 2024 from https://www.learntechlib.org/p/108801/.

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Keywords

• Achievement Gains
• asynchronous communication
• educational technology
• Electronic Publishing
• Instructional Effectiveness
• Integrated Curriculum
• Interpersonal Communication
• online courses
• Participant Satisfaction
• Portfolios (Background Materials)
• Questionnaires
• student attitudes
• Value Judgment