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Examining the Efficacy of Reflection via Eportfolios for Learning and Assessment in Study Abroad.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Examining the Efficacy of Reflection via Eportfolios for Learning and Assessment in Study Abroad./
作者:	Muller, Kristyn.
面頁冊數:	1 online resource (181 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Higher education administration. -
電子資源:	click for full text (PQDT)
ISBN:	9780355959291

Examining the Efficacy of Reflection via Eportfolios for Learning and Assessment in Study Abroad.
Muller, Kristyn.

Examining the Efficacy of Reflection via Eportfolios for Learning and Assessment in Study Abroad. - 1 online resource (181 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2018.

Includes bibliographical references

In recent decades, it has become increasingly important for higher education institutions to intentionally promote and assess student learning. In this dissertation, the author sought to examine the efficacy of using reflection via ePortfolios to enhance and assess student learning, specifically intercultural competence, in study abroad programs. ePortfolios are promoted as a pedagogical tool that can be used to help students engage in reflective practices, and prior research, although limited, has shown ePortfolio use to be positively associated with learning gains. As assessment of study abroad learning outcomes becomes more necessary, additional research is needed to determine which methods are effective. In this study, Mezirow's (1991) transformative learning theory was used as a framework to explain why students who engage in reflection via ePortfolios could transform their perspectives and develop higher levels of intercultural competence.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355959291Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

Examining the Efficacy of Reflection via Eportfolios for Learning and Assessment in Study Abroad.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Mitch Leventhal.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2018.
504 $a Includes bibliographical references
520 $a In recent decades, it has become increasingly important for higher education institutions to intentionally promote and assess student learning. In this dissertation, the author sought to examine the efficacy of using reflection via ePortfolios to enhance and assess student learning, specifically intercultural competence, in study abroad programs. ePortfolios are promoted as a pedagogical tool that can be used to help students engage in reflective practices, and prior research, although limited, has shown ePortfolio use to be positively associated with learning gains. As assessment of study abroad learning outcomes becomes more necessary, additional research is needed to determine which methods are effective. In this study, Mezirow's (1991) transformative learning theory was used as a framework to explain why students who engage in reflection via ePortfolios could transform their perspectives and develop higher levels of intercultural competence.
520 $a The study used a mixed-methods design, which included quantitative data collected with a pre-post survey as well as qualitative data gathered through participants' reflective responses. Both types of data were used together to address the research questions using correlational, experimental, and reliability analyses. Unfortunately, the sample size was not large enough to draw conclusions from the experimental component of the study.
520 $a The findings indicated that students do indeed have the opportunity to enhance their intercultural competence while studying abroad, and certain experiences are associated with greater learning gains. The quantitative data and reflective response content both suggested that study abroad can encourage the development of intercultural competence. However, the use of these data collection methods may not be reliable for assessment purposes. When using a pre-post survey, students may start with high levels of perceived intercultural competence (on the pre-survey) and not have enough room on the survey scales to demonstrate growth (on the post-survey). When using reflective responses, students may not know how to articulate their learning growth effectively and/or different raters may not have the same interpretations of specific responses or rubric categories. Although this study did not provide evidence to support the use of reflection via ePortfolios for learning and assessment, it cannot conclude that this practice is ineffective either.
520 $a Future research is needed to further examine the reasons for these results. Changes to the methods, such as using a different pre-post survey, providing students with training on how to reflect, making reflection a requirement of the study abroad program, or providing additional training to raters, could produce different outcomes. Despite the limitations of this study, study abroad professionals can use the findings to encourage students to engage in particular experiences that may positively impact their attainment of intercultural competence and to consider the effectiveness of certain assessment practices.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education administration. $3 1148709
655 7 $a Electronic books. $2 local $3 554714
690 $a 0446
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a State University of New York at Albany. $b Educational Policy and Leadership. $3 1180129
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