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Promoting Social Learning in Higher Education: A Case Study of Ph.D. E-Portfolios

Promoting Social Learning in Higher Education: A Case Study of Ph.D. E-Portfolios

Walter S. Polka (Niagara University, USA), Rachael J. Rossi (Niagara University, USA), Tina M. Huber (Niagara University, USA), and Molly J. Oliverio (Niagara University, USA)
Copyright: © 2021 |Pages: 22
ISBN13: 9781799869566|ISBN10: 1799869563|ISBN13 Softcover: 9781799869573|EISBN13: 9781799869580
DOI: 10.4018/978-1-7998-6956-6.ch002
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MLA

Polka, Walter S., et al. "Promoting Social Learning in Higher Education: A Case Study of Ph.D. E-Portfolios." eLearning Engagement in a Transformative Social Learning Environment, edited by Caroline M. Crawford and Melissa A. Simons, IGI Global Scientific Publishing, 2021, pp. 22-43. https://doi.org/10.4018/978-1-7998-6956-6.ch002

APA

Polka, W. S., Rossi, R. J., Huber, T. M., & Oliverio, M. J. (2021). Promoting Social Learning in Higher Education: A Case Study of Ph.D. E-Portfolios. In C. Crawford & M. Simons (Eds.), eLearning Engagement in a Transformative Social Learning Environment (pp. 22-43). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-6956-6.ch002

Chicago

Polka, Walter S., et al. "Promoting Social Learning in Higher Education: A Case Study of Ph.D. E-Portfolios." In eLearning Engagement in a Transformative Social Learning Environment, edited by Caroline M. Crawford and Melissa A. Simons, 22-43. Hershey, PA: IGI Global Scientific Publishing, 2021. https://doi.org/10.4018/978-1-7998-6956-6.ch002

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Abstract

Successful completion of a doctoral degree often depends on the support a candidate receives from faculty and classmates. e-portfolios are an application of social learning pedagogy that promotes collaboration among peers while simultaneously archiving an individual's academic accomplishments. In this study, 10 cohort groups of Ph.D. students at a small liberal arts university were tasked with creating and sharing an e-portfolio throughout their doctoral program. The doctors invited all current and former Ph.D. students to participate in a survey about their e-portfolio experience: a potential sample of 140 participants. Thirty-seven current or former students completed the survey. Fifty-six percent of the responses indicated a positive reaction to the e-portfolio project. Specifically, respondents stated that the e-portfolio project promoted an increased sense of self-efficacy, encouraged relationship-building within cohort groups, and helped students to develop their research agendas.

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