Education and Human Sciences, College of (CEHS)


Date of this Version

August 2008


A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy. Major: Educational Studies (Internet Based Education)
Under the Supervision of James King & Allen Steckelberg
Lincoln, Nebraska: August, 2008
Copyright (c) 2008 Cindy J. Harvel.


In fall semester, 2007 research was performed at Mount Vernon Nazarene University (MVNU) to determine which means of training for the Chalk and Wire e-Portfolio system was most satisfying to faculty and cooperating teachers. A fifteen question survey was given to 171 assessors. Fourteen questions gathered quantitative data, one qualitative. Four cross tabulations completed with a chi square test for independence showed that faculty and cooperating teachers ratings of their success using Chalk and Wire was independent of: (a) comfort level with computers, (b) age of assessor, (c) assessors’ satisfaction with student assistant, and (d) assessors' rating of administrators' helpfulness. Cramer’s V indicated small effect sizes. Qualitative data from the faculty survey question, from the student assistant team survey, and from six interviews revealed the following emerging themes: (a) e-Portfolio implementation is a formative process, (b) all constituents desire clear, easily accessible instructions, conveyed in a simple, user-friendly design, with mapped directions in syllabi for artifact location, available in hardcopy as well as on-line instructions in a variety of multi-media formats, (c) time is a valuable commodity, (d) users appreciate the benefits of e-Portfolios such as portability, ease of use, formative and summative reflection, and experience with cutting edge technology, (e) advice for improvement included the desire for verification when work has been completed, continuation of educational credit when applicable, and the desire for intermittent use in every class, (f) problems surfaced included an unawareness of available help and a consensus that the software changeover was stressful, and (g) trainees desired trainers to be confident, knowledgeable, relaxed, willing to give one-on-one help, available when needed, kind, patient, encouraging, persistent, and flexible. Recommendations for future research include investigations in best practices regarding length of training times, increasing awareness of available help, and training cooperating teachers.

Advisors: James King and Allen Steckelberg

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