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ERIC Number: ED515962
Record Type: Non-Journal
Publication Date: 2009
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-3729-8
ISSN: N/A
The Impact of Faculty and Staff Perceptions on Integrating ePortfolios in Higher Education Institutions
Bemis, Shari L.
ProQuest LLC, Ed.D. Dissertation, Walden University
This mixed method case study explored how an institution might further incorporate the constructivist learning theory into their curriculum by integrating an experiential teaching strategy referred to as an ePortfolio system. Using a sequential explanatory design, the study used surveys and interviews to investigate how faculty and staff perceived ePortfolios and how their perceptions might impact an institution's plans to implement an ePortfolio system. Survey data from 62 faculty and staff in a midsized college in the northeastern U.S. were analyzed for patterns of attitudes and perceptions about ePortfolio software products, the integration of the process, and what ePortfolios can do to enhance teaching and learning. Data from the surveys were analyzed using simple descriptive statistics and compared across instructional roles and levels of experience. Results indicated a general trend for greater overall support and engagement within non-tenure track appointments. Also, tenure track faculty were most concerned with understanding best practices in using ePortfolios and how to employ the approach to design improved pedagogy and assessment of learning regardless of experience. The analyzed survey results were then presented to a focus group of senior decision makers to determine if the original implementation plan should be revised. Analyses of the focus group commentary indicated a consensus that the campus should continue its efforts to move forward with an ePortfolio implementation; however, consensus also indicated that the deployment plan needed to be redefined to incorporate unanticipated needs for professional development identified by the faculty. The study contributes to social change by demonstrating that careful consideration to faculty needs is vital to the successful implementation of new technologies designed to enhance student learning, engagement and academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A