Virtual Portfolio: A Strategy for Learning Assessment in a Graduated Virtual Program Results of a Pilot Study

Authors

  • Carmen Marin Universidad de Costa Rica
  • Shirley Rodriguez Escuela de Nutricion, Universidad de Costa Rica

DOI:

https://doi.org/10.3991/ijet.v7i4.2301

Keywords:

educational measurement, evaluation, Education Distance, higher education

Abstract


Learning evaluation in a graduated master virtual program was assessed using virtual portfolio strategy as a tool to assess learning. A pilot study determined dimension and direction of interactions between students and professor during the first quarter of the program. Results show the most frequent dimension was social (55,9%), followed by procedimental (41,4%). In direction student /professor (32,7%) was the most, followed by professor /student. The predominance of social interactions might be explained because this research was done at the very beginning of the program. We expect the analysis of subsequent recorded chat session, forums discussions and people´s comments will show progressively switch toward cognitive interactions.

Author Biography

Carmen Marin, Universidad de Costa Rica

Professor of the School of Public Health

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Published

2012-12-06

How to Cite

Marin, C., & Rodriguez, S. (2012). Virtual Portfolio: A Strategy for Learning Assessment in a Graduated Virtual Program Results of a Pilot Study. International Journal of Emerging Technologies in Learning (iJET), 7(4), pp. 48–51. https://doi.org/10.3991/ijet.v7i4.2301

Issue

Section

Short Papers