Showing papers on "Institutional research published in 1969"

A Look Back at the Decision on the Trans- fer Function at the Founding of Ontario's Colleges of Applied Arts and Technology 1

Abstract: Community college systems were established across North America from the early 1960s through the early 1970s. The new systems had two principal models: in one model, the college combined lower-division, university-level general education with technical education programs; in the other, most or all of the colleges were intended to concentrate on technical education. Ontario was the largest of the provinces and states in North America that opted for the second model. Many of the issues that planners confronted when designing these college systems have either persisted or re-emerged in recent years. This article re-examines the debate on the design of Ontario’s colleges that took place when they were founded and considers its implications for the present.

Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry

Abstract: The benefits of using e-Portfolio tools to enhance the student learning experience have been widely reported. These benefits include opportunities for reflection, flexibility, connectivity and integrated learning. In recognition of these potential benefits to students, the University of Worcester adopted an institution-wide e-Portfolio system which is available to all staff and students at the university. In order to maximise the potential of this system, a study was carried out to elicit staff and student views as to what the benefits of using an e-Portfolio were. It is all too easy to focus on the negative aspects when struggling to implement a new initiative, particularly involving technology. With this in mind a conscious effort was made in the evaluation to value and learn from the positive experience of users. Feedback was sought from early adopters of the system in an Appreciative Inquiry framework in order to ascertain the benefits of using such a system, to both staff and students, and to inform future practice and recommendations. Findings of the inquiry indicated that there are three significant factors which can influence effective practice with e-Portfolios: tutor engagement, support and embeddedness. Whilst both staff and student users found the use of e-Portfolio beneficial for the teaching and learning process, the issues that were raised by each group were subtly different. This paper will discuss how staff and students perceive the benefits of using an e-Portfolio and the factors that can influence engagement. It will also consider the implications of using an Appreciative Inquiry approach in institutional research.