Perceived Value and Persistence of Web Publishing Skills: Implications for e-Portfolio Systems
Save to My Collections
Johnson, G., Hsieh, P.H. & Kidwai, K. (2007). Perceived Value and Persistence of Web Publishing Skills: Implications for e-Portfolio Systems. International Journal on E-Learning, 6(3), 379-394. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21971.
International Journal on E-Learning
Volume 6, Issue 3, July 2007
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
More Information on IJEL
Research indicates that student control of their personal web space is an important factor that supports meaningful reflective learning within online web publishing contexts. The Penn State personal web space system allows for personal control of this learning space, although basic web publishing skills are required. The purpose of this study is to explore the extent to which students value web publishing skills and the extent to which these skills persist. Based on survey data, this article reviews the implications regarding the utility of introducing these skills within online learning contexts, such as e-portfolios where meaningful reflective learning is a main objective. This study found clear evidence that learning web publishing skills is valued by students and suggests that e-portfolio system developers should not dismiss the importance of student control in this context. Finally we recommend further exploration of students' perceived value of the skills required to work within these evolving e-portfolio applications.
- Pedagogy First! Making Web-Technologies Work for Soft Skills Development in Leadership and Management Education
- Optimizing the Blogfolio Experience
- Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses
- A Comparative Analysis of Student Motivation in Traditional Classroom and E-Learning Courses
- Assessment in Online Programs: Use in Strategic Planning for Faculty/Adjunct Development and Course Instruction to Improve Faculty and Student Engagement
- SALMS: SCORM-compliant Adaptive LMS
- Web-Based vs. Paper-Based Homework to Evaluate Students’ Performance in Introductory Physics Courses and Students’ Perceptions: Two Years Experience
- Elements of Problem-Based Learning: Suggestions for Implementation in the Asynchronous Environment
- “Second Generation” E-Learning: Characteristics and Design Principles for Supporting Management Soft-Skills Development
- Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.