Introducing Integrated E-Portfolio Across Courses in a Postgraduate Program in Distance and Online Education

Introducing Integrated E-Portfolio Across Courses in a Postgraduate Program in Distance and Online Education

Madhumita Bhattacharya (Massey University, New Zealand)
Copyright: © 2009 |Pages: 11
DOI: 10.4018/978-1-60566-410-1.ch014
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This chapter presents a description and analysis of salient issues related to the development of an integrated e-portfolio application implemented at Massey University to help students track and accumulate evidence of skills developed over their period of study, particularly associated with the three core papers in the program. The Web-based e-portfolio project was initiated to help students provide evidence required by employers and research supervisors in a progressive and reflective manner by identifying the links across different papers and demonstrating their own conceptual understanding. Administrative issues are discussed, as well as considerations for future developments based on the experiences of this study.
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E-Learning Program

E-learning is defined by the New Zealand Ministry of Education (2004, p. 3) as “learning that is enabled or supported by the use of digital tools and content. It typically involves some form of interactivity, which may include online interaction between the learner and their teacher or peers. E-learning opportunities are usually accessed via the Internet, though other technologies such as CD-ROM are also used in e-learning.” It would be an extremely rare tertiary institution that does not have a learning management system (LMS) for online delivery, and a body of staff already using it in their courses (Nichols & Anderson, 2005).

At Massey University we have acquired WebCT as the LMS since 2002 for delivery of courses at a distance. At Massey University we also use CMC platforms such as Horizon Wimba and Macromedia Breeze for conducting real-time meeting sessions with the distance students. We have about 20,000 extramural (distance) students which is double the number of internal (on campus) students.

Massey University postgraduate qualifications staircase (Figure 1), in education, permits students to tailor courses and programs in ways that are suitable and which accommodate a wide range of circumstances and needs. On the staircase, the qualifications commence with two-paper postgraduate certificates (commonly for individuals just starting postgraduate study). Thereafter, the qualifications include general and endorsed 100-point postgraduate diplomas and a wide range of 200-point masterates, and they culminate with doctoral study, either the EdD or the PhD.

Figure 1.

Massey University postgraduate qualification staircase

Complete Chapter List

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Editorial Advisory Board
Table of Contents
Gary Poole
Christine Spratt, Paul Lajbcygier
Chapter 1
Selby Markham, John Hurt
Reliability and validity have a well-established place in the development and implementation of educational assessment devices. With the advent of... Sample PDF
Re-Assessing Validity and Reliability in the E-Learning Environment
Chapter 2
Päivi Hakkarainen, Tarja Saarelainen, Heli Ruokamo
In this chapter the authors report on the assessment framework and practices that they applied to the e-learning version of the Network Management... Sample PDF
Assessing Teaching and Students' Meaningful Learning Processes in an E-Learning Course
Chapter 3
Charlotte Brack
Within the notion of Web 2.0, social software has characteristics that make it particularly relevant to ELearning, aligning well with a social... Sample PDF
Collaborative E-Learning Using Wikis: A Case Report
Chapter 4
Mike Hobbs, Elaine Brown, Marie Gordon
This chapter provides an introduction to learning and teaching in the virtual world Second Life (SL). It focuses on the nature of the environment... Sample PDF
Learning and Assessment with Virtual Worlds
Chapter 5
Paul White, Greg Duncan
This chapter describes innovative approaches to E-Learning and related assessment, driven by a Faculty Teaching and Learning Technologies Committee... Sample PDF
A Faculty Approach to Implementing Advanced, E-Learning Dependent, Formative and Summative Assessment Practices
Chapter 6
Christine Armatas, Bernard Colbert
Two challenges with online assessment are making sure data collected is secure and authenticating the data source. The first challenge relates to... Sample PDF
Ensuring Security and Integrity of Data for Online Assessment
Chapter 7
Robyn Benson
This chapter addresses some issues relating to the use of e-learning tools and environments for implementing peer assessment. It aims to weigh up... Sample PDF
Issues in Peer Assessment and E-Learning
Chapter 8
Paul Lajbcygier, Christine Spratt
This chapter presents recent research on group assessment in an e-learning environment as an avenue to debate contemporary issues in the design of... Sample PDF
The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings
Chapter 9
Robert S. Friedman, Fadi P. Deek, Norbert Elliot
In order to offer a unified framework for the empirical assessment of e-learning (EL), this chapter presents findings from three studies conducted... Sample PDF
Validation of E-Learning Courses in Computer Science and Humanities: A Matter of Context
Chapter 10
Richard Tucker, Jan Fermelis, Stuart Palmer
There is considerable evidence of student scepticism regarding the purpose of team assignments and high levels of concern for the fairness of... Sample PDF
Designing, Implementing and Evaluating a Self-and-Peer Assessment Tool for E-Learning Environments
Chapter 11
Andrew Sanford, Paul Lajbcygier, Christine Spratt
A differential item functioning analysis is performed on a cohort of E-Learning students undertaking a unit in computational finance. The motivation... Sample PDF
Identifying Latent Classes and Differential Item Functioning in a Cohort of E-Learning Students
Chapter 12
Christine Armatas, Anthony Saliba
A concern with E-Learning environments is whether students achieve superior or equivalent learning outcomes to those obtained through traditional... Sample PDF
Is Learning as Effective When Studying Using a Mobile Device Compared to Other Methods?
Chapter 13
Thomas C. Reeves, John G. Hedberg
Evaluation falls into the category of those often neglected human practices such as exercise and eating right. All of us involved in education or... Sample PDF
Evaluation Strategies for Open and Distributed Learning Environments
Chapter 14
Madhumita Bhattacharya
This chapter presents a description and analysis of salient issues related to the development of an integrated e-portfolio application implemented... Sample PDF
Introducing Integrated E-Portfolio Across Courses in a Postgraduate Program in Distance and Online Education
Chapter 15
John LeBaron, Carol Bennett
Teachers and designers of computer-networked settings increasingly acknowledge that active learner engagement poses unique challenges, especially... Sample PDF
Practical Strategies for Assessing the Quality of Collaborative Learner Engagement
Chapter 16
Som Naidu
Many teachers commonly use assessment as the starting point of their teaching activities because they believe that assessment drives learning and... Sample PDF
Afterword: Learning-Centred Focus to Assessment Practices
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