Craig E. Shepherd

Student Perceptions of ePortfolio Integration in Online Courses

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.

Examining Preservice Teacher Inquiry through Video-Based, Formative Assessment e-Portfolios

Abstract A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, we found that use of video artifacts facilitated reflection, supported inquiry into classroom success and failure, and influenced self-improvement plans. Additionally, the systematic examination of e-portfolio artifacts provided different points of view into classroom practices and influenced preservice teachers ’ perceptions of success. Yet, participants indicated that practicing teachers did not maintain porfolios, raising questions about the continued use of e-portfolios beyond graduation.

Using Game Elements to Increase Student Engagement in Course Assignments.

ABSTRACT Gamification incorporates game-elements in non-gaming situations to enhance student engagement and desired behavior. This study examined participants willingness to take part in gamified activities where reward systems were not directly tied to course grades. Participants enrolled in a technology integration course for preservice teachers, were grouped on subject-specific interests, and designed 30-minute presentations on technology integration. Over two semesters, an optional gaming activity was included in five course sections acting as the treatment group, and four sections acted as non-blind control groups. Data was collected from pre-, mid-, and post-surveys that investigated previous gaming experience, game motivations, group project perceptions, and perceived willingness to participate in the game. The treatment group indicated their perceptions of game play during mid- and post-surveys. Participants in all sections completed meeting history worksheets to describe weekly group and individual meetings. The results indicated significant differences between mid- and post-surveys regarding individual participation, group pursuits, individual work, frequency of group meetings, group preparation, and purchased items. The findings indicated a significant difference between treatment and control groups regarding hours spent in groups. Recommendations were provided for the practice of gamification in educational settings.

Journal Writing with Web 2.0 Tools: A Vision for Older Adults

This article describes how Web 2.0 technologies may facilitate journaling and related inquiry methods among older adults. Benefits and limitations of journaling are summarized as well as computer skills of older adults. We then describe how Web 2.0 technologies can enhance journaling among older adults by diminishing feelings of isolation, promoting collaboration, establishing learning communities that overcome physical boundaries, and facilitating storage and dissemination of resources. The article concludes by identifying several factors that must be anticipated when using these technologies and provides ideas to overcome privacy, access, and posthumous management.