E-Portfolios, course design, and student learning: A case study of a faculty learning community

Citation
Bose, D., & Lowenthal, P. R. (2018). E-Portfolios, course design, and student learning: A case study of a faculty learning community. The Online Journal of New Horizons in Education, 8(4). 50-62.

Abstract

The purpose of this case study was to investigate faculty perceptions of participating in a Faculty Learning Community (FLC) and how the FLC contributed toward their pedagogical use of e-portfolios. The researchers were also interested in faculty perceptions of the potential impact of e-portfolios on student learning. An online survey and focus group were used to collect data for this study. Results suggest that the FLC, as a professional development experience, enabled faculty at different levels of e-portfolio adoption, to learn from their peers, become more confident instructors, reflect on course design, and plan for changes in the instructional use of e-portfolios. Faculty reported that changes in instructional design through the intentional inclusion of e-portfolios can have a positive impact on student learning. Implications for practice are discussed.

Keywords: Faculty learning community, e-portfolio, faculty professional development, course design, student learning

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