Date of Award:

2017

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Advisor/Chair:

Brian R. Belland

Co-Advisor/Chair:

Sherie Haderlie

Third Advisor:

Yanghee Kim

Abstract

A case-comparative mixed methods approach was used to discover how faculty members’ teaching perspectives changed as they adopted an eportfolio tool (Pathbrite). Ten faculty members took the Teaching Perspectives Inventory (TPI) before and after using the tool during Fall semester 2015. Also, systems logs were collected and interviews were conducted after the post survey was completed. Interview data found that faculty members developed a broader view of the potential of eportfolios. Participants also appreciated the long-term benefits that eportfolios would have on their students. However, when use was associated with accreditation standards, gains in student-centered perspectives were minimal. The study suggests cognitive apprenticeship as a model that explains the discovered findings and provides recommendations to administrators who are implementing eportfolios.

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