The purpose of this case study was to investigate faculty perceptions of participating in a Faculty Learning Community (FLC) and how the FLC contributed toward their pedagogical use of e-portfolios. The researchers were also interested in faculty perceptions of the potential impact of e-portfolios on student learning. An online survey and focus group were used to collect data for this study. Results suggest that the FLC, as a professional development experience, enabled faculty at different levels of e-portfolio adoption, to learn from their peers, become more confident instructors, reflect on course design, and plan for changes in the instructional use of e-portfolios. Faculty reported that changes in instructional design through the intentional inclusion of e-portfolios can have a positive impact on student learning. Implications for practice are discussed.
This document was originally published in The Online Journal of New Horizons in Education by The Online Journal of New Horizons in Education. Copyright restrictions may apply.
Bose, Devshikha and Lowenthal, Patrick R.. (2018). "E-Portfolios, Course Design, and Student Learning: A Case Study of a Faculty Learning Community". The Online Journal of New Horizons in Education, 8(4), 50-62.