Assessing the Feasibility and Acceptability of ePortfolios in an Inclusive, Graduate-Level Interdisciplinary Training Program.
Assessing the Feasibility and Acceptability of ePortfolios in an Inclusive, Graduate-Level Interdisciplinary Training Program.
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评估包容性研究生级跨学科培训计划中电子档案袋的可行性和可接受性。
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发表时间：
2018
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通讯作者：
D. Crimmins
中科院分区：
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作者：
R. Wells;Stephanie D Baumann;Emily C. Graybill;Stephen D Truscott;Mark Crenshaw;D. Crimmins
虽然电子档案的使用已经在本科和特定学科的研究生课程中进行了彻底的探索，但在跨学科的成人学习者中进行的研究却很少。本案例研究探讨了电子投资组合的可行性和可接受性，为期两年，在一个包容性的研究生水平的跨学科培训项目中实施。在第一组的初步实施后，焦点小组揭示了对持续问责和支持的需求、透明度和清晰度的重要性、与认同相关的挑战以及电子投资组合个人角色和专业角色之间意想不到的紧张关系。在实施的第一年和第二年，根据学员的反馈对电子投资组合流程进行了改进。在第二组实施后，通过开放式调查评估了这些变化和受训者对ePortfolio流程的看法。第二组还确定了与技术相关的个人挑战，并赞同问责制和支持的重要性；然而，他们也发现，作为一种新技术，他们更欣赏电子投资组合，它帮助他们记录、反思并将他们的培训经历整合到他们的身份中。这些结果表明，在跨学科的综合学习环境中，ePortfolio是一种很有前途的技术，具有项目评估的潜力；但是，要充分发挥其潜力，就需要问责制、支持和透明的沟通。
While the use of electronic portfolios has been thoroughly explored in undergraduate and disciplinespecific graduate programs, less research has been conducted among interdisciplinary adult learners. This case study explores the feasibility and acceptability of ePortfolios across two years of implementation in an inclusive, graduate-level interdisciplinary training program. After initial implementation with cohort one, focus groups revealed the need for ongoing accountability and support, the importance of transparency and clarity, challenges related to buy-in, and unanticipated tensions between the personal and professional role of the ePortfolio. Between implementation years one and two, improvements were made to the ePortfolio process based on trainee feedback. Following implementation with cohort two, these changes and trainee perceptions of the ePortfolio process were assessed with open-ended surveys. Cohort two also identified personal challenges related to technology and endorsed the importance of accountability and support; however, they also identified a much greater appreciation for the ePortfolio as a new technology and the ways it helped them document, reflect on, and integrate their training experiences into their identity. These results indicate that the ePortfolio is a promising technology in interdisciplinary settings for integrative learning and holds potential for program assessment; however, accountability, support, and transparent communication are needed to realize its full potential.