Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Feb. 17, 2009). PDF text: xii, 140 p. : ill. (some col.) ; 4 Mb. UMI publication number: AAT 3327472. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 103-107).

Thesis (M.A.)--University of Nevada, Reno, 2006. / "August, 2006." Includes bibliographical references (leaves 35-39). Online version available on the World Wide Web.

Thesis (M.S.E.)--University of Wisconsin -- La Crosse, 2008. / Includes bibliographical references (p. 24).

Thesis (M. Ed.)--University of Hong Kong, 2007. / Also available in print.

Thesis (Ph. D.)--Washington State University, December 2008. / Title from PDF title page (viewed on Jan. 22, 2009). "Department of English." Includes bibliographical references (p. 207-222).

Thesis (Ed.D)--University of Delaware, 2006. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.

Technical writing teachers have always struggled with understanding how to best deal with pedagogical issues including rapidly changing technology, audience construction, and transposing an academic ethos into a professional one. The expanding online world complicates these issues by increasing the pace of digital change, making the potential audience both more diffuse and more remote, and creating a more complex online rhetorical situation. E-portfolios provide a vivid way to examine this complex technological situation, and in this study, the author examines four cases of students creating online portfolios in a technical communication classroom. The author looks at both their e-portfolio process as well as their product, interviewing them to get a sense of how they used rhetoric, identity, and technology in an attempt to form a coherent professional presentation through a technological medium. In addition, the author looks at some issues inherent in e-portfolios themselves that may be applicable to a technical communication classroom, as this medium becomes ever more popular as a way of assessing both programs and the students themselves.

published_or_final_version / Education / Master / Master of Education

Little research has been undertaken investigating e-portfolios as a strategy in the development of self-directed learning skills in young learners. This dissertation aims to contribute to this area of research. Self-directed learning is considered an important skill in assisting learners to prepare for a future where the skill set required is undetermined for many roles. Eportfolios have been shown to assist students in development of their reflective thinking and self-assessment skills. Self-assessment and reflection are both key skills in selfdirected learners. Research into e-portfolios has primarily been focused at tertiary level and has not focused on the development of the indicators of self-directed learning. This study is a qualitative case study of four Year 1 students which takes place over three months at a private international school in Hong Kong. The intervention (eportfolio) was introduced into the context of expressive oral reading. Each student produced an e-portfolio documenting their learning. The indicators of self-directed learning were assessed prior to the intervention, during and post intervention through interviews, document and observations. Results strongly indicated that e-portfolios were effective in developing selfdirected learning skills. In particular there was a clear emergence of the indicators intrinsic motivation, self-assessment, ownership of learning and celebration of learning. Surprisingly creativity, self-confidence, and self-esteem also emerged to significant levels. It was concluded that e-portfolios were an effective way to develop self-directed learning skills. It is recommended that e-portfolios are used with young learners as an effective way of engaging students in their own learning process. / published_or_final_version / Education / Master / Master of Science in Information Technology in Education