Aviso: para depositar documentos, por favor, inicia sesión e identifícate con tu cuenta de correo institucional de la UCM con el botón MI CUENTA UCM. No emplees la opción AUTENTICACIÓN CON CONTRASEÑA
 

ePortfolio and Service-Learning: a tale of two cities connected by two high-impact practices

Simple item page
dc.contributor.authorCiesielkiewicz, Monika Anna
dc.contributor.authorClarence, Chan
dc.contributor.authorGuiomar, Nocito
dc.date.accessioned2024-12-20T10:54:21Z
dc.date.available2024-12-20T10:54:21Z
dc.date.issued2020-03-13
dc.descriptionReferencias bibliográficas: • Johnson, S. R., & Stage, F. K. (2018). Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates? Journal of Higher Education, 89(5), 753-781. https://doi.org/10.1080/00221546.2018.1441107 • Kolenovic, Z., Linderman, D., & Karp, M. M. (2013). Improving Student Outcomes via Comprehensive Supports: Three-Year Outcomes From CUNY’s Accelerated Study in Associate Programs (ASAP). Community College Review, 41(4), 271-291. https://doi.org/ 10.1177/0091552113503709 • Kinzie, J. (2013). Taking Stock of Capstones and Integrative Learning. Peer Review, 15(4), 27-30. Northey, G., Govind, R., Bucic, T., Chylinski, M., Dolan, R., & van Esch, P. (2018). The effect of “here and now” learning on student engagement and academic achievement. British Journal of Educational Technology, 49(2), 321-333. https://doi.org/10.1111/ bjet.12589 • Shapiro, D., Dundar, A., Wakhungu, P. K., Yuan, X., Nathan, A., & Hwang, Y. (2015). Completing college: A national view of student attainment rates—fall 2009 cohort (Signature Report No. 10). Herndon, VA: National Student Clearinghouse Research Center.doi:10.1080/10691316.2013.789658 • Kuh, G. (2008). High-Impact Educational Practices, What they Are, Who Has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities. • Riehle, C. F., & Weiner, S. A. (2013). High-Impact Educational Practices: An Exploration of the Role of Information Literacy. College & Undergraduate Libraries, 20(2), 127-143. https://doi.org/10.1080/10691316.2013.789658 • American Association of Colleges and Universities (AAC&U) (2018). High-impact educational practices: A brief overview. Retrieved from http://www.aacu.org/leap/hip.cfm Eynon, B., & Gambino, L. (2017). High-Impact ePortfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning. Sterling, Virginia: Stylus. • Kuh, G., O'Donnell, K., & Schneider, C. G. (2017). HIPs at Ten. Change: The Magazine of Higher Learning, 49(5), 8-16. https://doi.org/10.1080/00091383.2017.1366805 • Eynon, B., & Gambino, L. (2018). Catalyst in Action: Case Studies of High Impact EPortfolio Practice. Sterling, Virginia: Stylus • Kuh, G., & O’Donnell, K. (2013). Ensuring Quality & Taking High-Impact Practices to Scale. Washington, DC: Association of American College & Universities. • Finley, A. (2011). Assessment of high-impact practices: Using findings to drive change in the compass project. Peer Review, 13(2), 29 • Finley, A., & McNair, T. (2013). Assessing Underserved Students' Engagement in HighImpact Practices. With an Assessing Equity in High-Impact Practices Toolkit. Association of American Colleges and Universities. • Hubert, D., Pickavance, J., & Hyberger, A. (2015). Reflective E-portfolios: One HIP to Rule Them All? Peer Review, 17(4), 15. • Kuh, G. D., Gambino, L. M., Ludvik, M. B., & O'Donnell, K. (2018). Accentuating Dispositional Learning from HIPs Using ePortfolio. Assessment Update, 30(3), 8-9. https:// doi.org/10.1002/au.30136 • Soria, K., & Johnson, M. (2017). High-Impact Educational Practices and the Development of College Students’ Pluralistic Outcomes. College Student Affairs Journal, 35(2), 100- 116. https://doi.org/10.1353/csj.2017.0016 • Springer, J. T., & Hatcher, J. A. (2017). Assessing High‐Impact Educational Practices: Quality, Diversity, and Inclusive Excellence. Assessment Update, 29(5), 6-12. https://doi. org/10.1002/au.30108 • Eynon, B., Gambino, L., & Torok, J. (2014). What Difference Can ePortfolio Make? A Field Report from the Connect to Learning Project. International Journal of ePortfolio, 4(1), 95-114. • Diller, K. R., & Phelps, S. F. (2008). Learning outcomes, portfolios, and rubrics, oh my! Authentic assessment of an information literacy program. Libraries and the Academy, 8(1), 75-89. https://doi.org/10.1353/pla.2008.0000 • Benedict, B.J. & Rust, M.M. (2016). IUPUI Taxonomy for Internship Courses. Retrieved from https://rise.iupui.edu/resources/course-development/taxonomies/ • Ebacher, C. (2013). Taking Spanish into the Community: A Novice's Guide to ServiceLearning. Hispania,96(2), 397-408. https://doi.org/10.1353/hpn.2013.0064 • Hahn, T.W., Hatcher, J.A., Price, M.F., Studer, M.L. (2016). IUPUI Taxonomy for Service-Learning Courses. Retrieved from https://rise.iupui.edu/resources/coursedevelopment/taxonomies/ • O'Neill, N. (2010). Internships as a high-impact practice: Some reflections on quality. Peer Review, 12(4), 4. • Hanum, S. R., Che-Ani, A. I., Johar, S., Ismail, K., & Razak, M. Z. A. (2016). ePortfolio: A descriptive survey for contents and challenges. International Journal of Emerging Technologies in Learning (iJET), 11(01), 4-10. https://doi.org/10.3991/ijet.v11i01.4900 • Alfageme, B. (2007). El portafolio reflexivo: metodología didáctica en el EESS. Revista Educatio Siglo XXI, 25, 209-226 • Chouquet, K. S. (2017). La eliminación del libro de texto y el uso del portafolio en la asignatura de música en ESO: una experiencia para incrementar la calidad del aprendizaje y la motivación del alumnado. Revista Educatio Siglo XXI, 35(1), 9. https://doi.org/10.60 18/j/286201 • Cleveland, R. E. (2018). Using Digital Portfolios: Reflection, Assessment & Employment. TechTrends, 62(3), 276-285. https://doi.org/10.1007/s11528-018-0262-0 • Panos, A. (2015). Reflections from Preservice to Novice Teaching: One Perspective on the Role of ePortfolios. Theory Into Practice, 54(4), 292-300. https://doi.org/10.1080/004058 41.2015.1076692 • Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and selfreflection. Reflective Practice, 1-17. https://doi.org/10.1080/14623943.2018.1437399 • Watson, C. E., Kuh, G. D., Rhodes, T., Light, T. P., & Chen, H. L. (2016). ePortfolios–The eleventh high impact practice. International Journal, 6(2), 65-69. • Wetcho, S., & Na-Songkhla, J. (2019). The Different Roles of Help-Seeking Personalities in Social Support Group Activity on E-Portfolio for Career Development. International Journal of Emerging Technologies in Learning, 14(2). https://doi.org/10.3991/ijet.v14i0 2.8718 • Ciesielkiewicz, M. (2019). Education for employability: the ePortfolio from school principals’ perspective. On the Horizon, 27(1), 46-56. https://doi.org/10.1108/oth-01-2019- 0001 • Kahn, S. (2014). E-Portfolios: A look at where we’ve been, where we are now, and where we’re (possibly) going. Peer Review, 16(1), 4-7. https://doi.org/10.1111/psyp.12352 • Samardzija, A. C., & Balaban, I. (2014). From classroom to career development planning: Eportfolio use examples. International Journal of Emerging Technologies in Learning (iJET), 9(6), 26-31. https://doi.org/10.3991/ijet.v9i6.4027 • Weber, K., & Myrick, K. (2018). Reflecting on Reflecting: Summer Undergraduate Research Students’ Experiences in Developing Electronic Portfolios, a Meta-High Impact Practice. International Journal, 8(1), 13-25. • Chan, C. (2012). Using the ePortfolio to Complement Standardized Testing in a Healthcare Professional Program: Better Education or More Busy Work? International Journal of ePortfolio, 2(2), 149-162. • Brownell, J. E. & Swaner, E. (2010). Five high-impact practices: Research on learning outcomes, completion, and quality. Washington, DC: Association of American Colleges & Universities. https://doi.org/10.1111/teth.12035 • CAPTE. Evaluative Criteria (2014). Commission on Accreditation in Physical Therapy. Retrieved from http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Re sources/Accreditation_Handbook/EvaluativeCriteria_PTA.pdf. https://doi.org/10.1097/00 001416-201201000-00002
dc.description.abstractePortfolio combined with other high-impact practices plays a complementary role with other High-Impact Practices (HIPs) in higher education. Our statistical analysis sheds light on the relationship between seven high-impact behaviors present when two high-impact practices are combined. The correlations, both combined and by city, demonstrate the importance of promoting two highimpact behaviors in particular, which are: 1) quality interaction between the students and the professors and 2) providing opportunities to relate academic learning to real world experiences. When these two high-impact behaviors were maximized, our data suggest that the use of other high-impact behaviors examined in this study expanded as well. This research also confirms the importance of providing students a way to relate their classroom learning with real-world experiences.
dc.description.departmentDepto. de Didáctica de las Lenguas, Artes y Educación Física
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationCiesielkiewicz, M., Chan, C., & Nocito, G. (2020). ePortfolio and service-learning: A tale of two cities connected by two high-impact practices. International Journal of Emerging Technologies in Learning, 15(5), 119-139. https://doi.org/10.3991/IJET.V15I05.12087
dc.identifier.doi10.3991/ijet.v15i05.12087
dc.identifier.issn1863-0383
dc.identifier.officialurlhttps://doi.org/10.3991/IJET.V15I05.12087
dc.identifier.relatedurlhttps://produccioncientifica.ucm.es/documentos/666e126b5feba842f0ff30b0
dc.identifier.relatedurlhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85084069068&origin=resultslist
dc.identifier.relatedurlhttps://online-journals.org/index.php/i-jet/article/view/12087
dc.identifier.relatedurlhttps://scholar.google.com/scholar_lookup?title=ePortfolio+and+service-learning%3A+A+tale+of+two+cities+connected+by+two+high-impact+practices&author=Ciesielkiewicz%2C+M.&author=Chan%2C+C.&author=Nocito%2C+G.&publication_year=2020&journal=International+Journal+of+Emerging+Technologies+in+Learning&volume=15&issue=5&pages=119-139&doi=10.3991/IJET.V15I05.12087&issn=1863-0383&hl=es
dc.identifier.urihttps://hdl.handle.net/20.500.14352/113123
dc.issue.number5
dc.journal.titleJournal of emerging technologies in learning
dc.language.isoeng
dc.page.final139
dc.page.initial119
dc.publisherInternational Association of Online Engineering
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subject.cdu3
dc.subject.cdu159.953.5
dc.subject.cdu378
dc.subject.cdu371.333
dc.subject.cdu37.091.33-028.26
dc.subject.cdu371.3
dc.subject.cdu37.013
dc.subject.keywordePortfolio
dc.subject.keywordHigh-impact educational practices
dc.subject.keywordHigh-impact behaviors
dc.subject.keywordService-learning
dc.subject.keywordInternship
dc.subject.keywordHigher education
dc.subject.keywordPrácticas educativas de alto impacto
dc.subject.keywordComportamientos de alto impacto
dc.subject.keywordAprendizaje-servicio
dc.subject.keywordPrácticas
dc.subject.keywordEnseñanza superior
dc.subject.ucmEducación
dc.subject.ucmAprendizaje
dc.subject.ucmEnseñanza universitaria
dc.subject.ucmMétodos de enseñanza
dc.subject.ucmMétodos de investigación en educación
dc.subject.unesco58 Pedagogía
dc.subject.unesco6104.02 Métodos Educativos
dc.subject.unesco5801 Teoría y Métodos Educativos
dc.titleePortfolio and Service-Learning: a tale of two cities connected by two high-impact practices
dc.typejournal article
dc.type.hasVersionVoR
dc.volume.number15
dspace.entity.typePublication
relation.isAuthorOfPublication8656e04c-3c42-45e5-9613-e394daf790fd
relation.isAuthorOfPublication.latestForDiscovery8656e04c-3c42-45e5-9613-e394daf790fd

Download

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
ePortfolio and Service-Learning A Tale of Two Cities.pdf
Size:
1.33 MB
Format:
Adobe Portable Document Format
downoload Download

Collections

Artículos