Effects of Reflective ePortfolio on Students Overseas Exchange Learning Experience

2. + Effects of Reflective ePortfolio on Students Overseas Exchange Learning Experience Kwok Chi Wai, Ron; Cheung Hok Ling, Hokling; Chen Yingjun, Josephine; Lau Tania, Yuenkei; Bandyopadhyay Rupa; Wong Man Chun, Anthony City University of Hong Kong

3. Table of Content • Curriculum Design • Reflective ePortfolio • Research Model • Examples of ePortfolio for Exchange • Measurements • Current Status • Limitations • Potential Implications

4. Curriculum Design • Exchange Experience Assessment I (IS4935a) • Exchange Experience Assessment II (IS4935b) Enable students to bridge their study overseas on the exchange programme with their learning experience in Hong Kong. It will challenge them in terms of what they have learned or not learned overseas, and how they learned it. Students should emerge from this short course with a heightened sense of appreciation for cultural differences, and the impact that these differences can have on interpersonal work relations, as well as intercultural relations at the organisational level.

5. Course Intended Learning Outcomes • Describe the role of communication in culture and overcome communication barriers • Recognize cultural variables and explain how they shape our social and work interactions • Identify and critically evaluate communication norms, rituals, and taboos of students’ cultures and other cultures they have been exposed to during their study programme • Develop successful strategies to overcome cultural barriers and demonstrate their usefulness • Compare and contrast the use of IT in universities /organizations in Hong Kong with the counterparts overseas

6. The Use of Reflective ePortfolio • In the course, students were required to document their exchange experiences with the use of the reflective ePortfolio • Training on reflection & Technical training on ePortfolio were provided • Design & provision of ePortfolio template http://sites.google.com/site/mylearningportfoliotemplate/

7. Gather self-assessment on CILOs from students Google Sites Peers review & comments Student’s ePortfolio Student Monthly exchange experience Self-Assessment form Instructors Assessment View students’ ePortfolios in Google Sites Grade Online Teacher’s interactions Instructor

8. Wiki in Blackboard Peers review & comments Wiki Student’s ePortfolio Student Monthly exchange experience Self-Assessment form Wiki Instructors Assessment View students’ ePortfolios in Google Sites Blackboard Test Grade Offline Gather self-assessment on CILOs from students Teacher’s interactions Instructor

9. The ePortfolio Template

10. The ePortfolio Template http://sites.google.com/site/exchangeexperienceassessmenti/

11. Elements of Reflective ePortfolio Metaphors to aid reflection Use the mirror to prompt reflection about yourself Go deeper and analyse the details of an event, task or experience What choices lie ahead? Consider alternatives Consider how you can best evidence your claims? Look for connections and relationships Cheung & Dean 2009

12. Examples of Student ePortfolio: Profile

13. Summary

14. Showcase(1)

15. Showcase(2)

16. Research Model: The Impact of Reflective ePortfolio on Students’ Overseas Exchange Learning Experience Satisfaction with the Exchange Experience Outcomes Engagement (Usage) Preparation for Future Exchange Individual Engagement + Satisfaction with the Reflective ePortfolio + Collaborative Engagement + Perceived Achievement of Learning + + Actual Achievement of Learning

17. Independent Variable: Reflective ePortfolio Engagement (Usage) • Individual Engagement • Actual usage of the Reflective ePortfolio on: • Constructing profile • Goals setting and planning • Identifying learning outcomes and requirements • Recording achievements and experiences • Selecting and use of evidences • Reflecting on learning experiences • Collaborative Engagement • Actual usage of the Reflective ePortfolio on: • Receiving and Giving feedbacks • Providing and Obtaining support • Introduce friends Met in exchange studies

18. Outcomes • Satisfaction with the Exchange Experience • Overall satisfaction level of students on their last exchange experience • Preparation for Future Exchange • Perceptions of students on how Reflective ePortfolio could help them better plan and prepare for future overseas exchange programme • Satisfaction with the Reflective ePortfolio • Overall satisfaction level of students on their use of the Reflective ePortfolio throughout their exchange programme • Perceived Achievement of Learning • Perceptions of students on the achievement of their personal goal/development and learning outcomes in the exchange programme • Actual Achievement of Learning • A performance indicator of students on the exchange assessment course. This is the actual achievement of the intended learning outcome of the course. Letter grade that students obtained from their course.

19. Operationalization Satisfaction with the Exchange Experience Outcomes Engagement (Usage) Preparation for Future Exchange Individual Engagement + Satisfaction with the Reflective ePortfolio + Collaborative Engagement + Perceived Achievement of Learning + + Actual Achievement of Learning

20. Questionnaire Items : Individual Engagement Please determine the extend to which you agree with the following sentences (1=strong disagree, 3=neutral , 5 = strongly agree) I used the ePortfolio frequently to: • construct my own profile (Self-Identity) • develop my own values and beliefs (Self-Identity) • describe my goals and aspiration clearly (Goal setting & Planning) • plans to achieve goals (Goal setting & Planning) • document my achievements (Record of achievements) • update my achievements from time to time (Record of achievements) • select appropriate materials to be recorded (selection and use of evidence) • select appropriate materials to be demonstrated (selection and use of evidence) • reflect on how the exchange experience has affected my values and beliefs (Reflection) • observe the differences in behaviors, attitudes and cultures (Reflection) • Recognize the requirements and standards to the exchange program (Identified outcome & requirements) • Aware of the course intended learning outcomes and expectations (identified outcomes and requirements)

21. Questionnaire Items : Collaborative Engagement Please determine the extend to which you agree with the following sentences (1=strong disagree, 3=neutral , 5 = strongly agree) I used the ePortfolio frequently to: • share my experiences with my classmates and/or teachers • provide feedbacks and comments on the experiences of my fellow classmates • read feedbacks and comments made from my fellow classmates • build better relationship with my fellow classmates • Introduce new friends met in the exchange studies

22. Questionnaire Items : Outcomes • Satisfaction with the Exchange Experience • I enjoyed my exchange experience. • I was actively involved in my overseas/Mainland exchange programme. • My exchange experience was successful • Preparation of Future Exchange • The ePortfolio helped me better prepare for the future exchange program. • The ePortfolio helped me better plan for the future exchange program. • Satisfaction with the Reflective ePortfolio • The ePortfolio’s content structure: Profile-Summary-Showcase-Qualifications (PSSQ), was a good framework to structure my ePortfolio for the exchange program • The ePortfolio development experience added value to my exchange programme. • The ePortfolio helped me better prepared for the exchange programme. • Perceived Achievement of Learning • I achieved the intended learning outcomes of the exchange programme. • I achieved my own goals of the exchange programme. • I realized the importance of life-long learning during the exchange study.

23. Actual Achievement of Learning • Individual Assignment (90%) • Build up profile; • Create a theme of the ePortfolio; • Document the expectations and goals of the exchange; the accomplishments and learning outcomes; • Document the exchange experiences including at least THREE actual work/incidents with evidences; • Self assess and reflect the performance according to the Course Intended Learning Outcomes (CILOs); • Online Discussion (10%) • give constructive comments to peers’ ePortfolios

24. Current Status Validation of Measurement Instrument Initial Results on the Achievement of ePortfolio Workshop

25. Validation of Measurement Instrument • Card Sorting (Moore & Benbasat, 1991) • Pilot Testing

26. Achievement of ePortfolio Workshop

27. Students’ Perception

28. Quality of the Workshop

29. Limitation: Technical problems encounteredGoogle China Incident • CityU VPN • CityU GApps • Paper Portfolio • Bb Wiki Tried and discussed different kind of solutions Released the Bb Wiki to students ePortfolio Workshop 2010 2011 19 Jan 10 Mar 11 – 16 Mar 16 Mar 30 Mar 9 Apr, 30 Apr & 30May Google China Incident Agreed to use Blackboard Wiki ePortfolio submission deadline

30. Potential Implications for Educators • From Student Externalization to Combination • From Individual Peer-Reflective learning to Peer-Reflective Based Experiential Learning • From Local Support Network to Distributed Support Network • From Self-Monitoring Evaluative Learning to Peer-Assisted and Supportive learning

31. Potential Implications for Instructors • Changing Role from Assessor to Facilitator • Enhance intimacy relationship between instructors and students • Closing the loop for continuous improvement of course quality by providing better advice to students going for exchange • Provide timely feedback and meet urgent needs of students through interactive feedback • Assess achievement of learning goals and expected learning progress

32. Potential Implications for Designers • Facebook Approach • Incorporating Facebook design approach in the user interface to record the frequency of updates • Show Status • Show Status of feedbacks that have been given and received by students • Make Friends • Allow sharing the ePortfolios with friends in the exchange university

33. Comments and Suggestions