1. Professor of Psychology Psychology Department
Enhancing Evidence-Based eLearning Performance by Teaching eFolio Thinking Competencies
Bruno Kappes, Ph.D.
Professor of Psychology
Psychology Department
University of Alaska
Anchorage, Alaska
Anchorage 2015

2. Teaching History Live Television 10 years eLearning 15 years
University Teaching 42 years
Live Television 10 years
eLearning 15 years
100+ eClasses in BB
300 Students per semester
900 Students per year

3. Teaching History eLearning Classes
General Psychology
Abnormal Psychology
Forensic Psychology
Psychology of Stress and Coping
Reactions Catastrophic Events-Trauma

4. eLearning as a Collaborative Constructivist Process
Learn by doing (Dewey’s Philosophy)
Individuals make sense of personal learning thru experiences
Learn to applying core concepts in a deep and meaningful manner
eLearning Philosophy – Create a
COI: Community of Inquiry

5. Community of Inquiry (Garrison and Vaughan, 08 )
Social Presence Cognitive Presence Teaching Presence

6. Community of Inquiry Framework
Social
Presence
Cognitive
Presence
Supporting Discourse
Educational Experience
Setting
Climate
Selecting Content
Teaching Presence

7. Community of Inquiry Social Presence
Key Concept Discussion
Participation feedback
Movie discussion board
PowerPoint class presentations
Collaborate – eLive Sessions
“All About Me”-Students’ Introduction
Study Groups
Chapter Questions Area

8. Community of Inquiry Cognitive Presence
eWorkbook
eTextbook
eLectures
eFolio Thinking Protocol
Exams, Term Papers, PowerPoint
Learning Units (Media, Quizzes)
Psych Links, Examples, Rubrics

9. Community of Inquiry Teaching Presence
Professor’s Blog & Feedback
Teaching Assistants Feedback
Learning Objectives
Rules and Etiquette
Academic Honesty / Plagiarism
Course Information Quiz
Basic Skills for Success

10. Matching Pedagogy to eActivity
Pedagogic Goal
eLearning Activity
ePortfolio Activity
Presentation/ Organization
Project PP, Key Concepts, Reflection Paper
Process/Product
Creative Problem Solving
Assessment, Book Selections/Web site Reviews
Process
Independent Mastery
Semester Project, PP Charting, Graphing, Personal Diaries

11. eFolio Teaching & Learning Philosophy
Cognitive Presence
Supporting Discourse
Selecting Content
Educational Experience
Social Presence
Teaching Presence
Engaging
Ownership
Setting
Climate
Student/Peer
Teaching & Learning Presence*

12. eFolio Thinking Philosophy Student/Peer Teaching & Learning Presence
Professional examples
Personal examples
Academic examples
Past learning examples
Peer responses
PowerPoint Presentations

13. Structured eFolio Thinking – Six P’s
Student/Peer Teaching & Learning Presence
(Kappes, 2012)
Present Concept
Professional Example
Personal Example
Prior Learning
Provide References
Peer Feedback

14. Table 1 eFolio Thinking Protocol
Experiential Learning
eFolio Thinking
Goals & Skills
Process
& Product-6P’s
Engagement, Ownership
Select
Present Key Concepts
Critical Thinking, Discrimination
Collect
Professional Examples
Personal Meaning, Relevance
Reflect
Personal Examples
Understanding Relationships
Connect
Prior Learning
Ethics, Acknowledgement
Respect
Provide Sources
Social and Teaching Presence
Response
Peer/Instructor Feedback

15. Assignments – eFolio Thinking
Table 2 Assignment Demand Characteristics: Exams versus eFolio Thinking
Assignments - EXAMS
Assignments – eFolio Thinking
Objective
Subjective
Timed Test
Essay
Select, Eliminate, Guess
Organize, Construct, Present
Knowledge Based
Skill Set Based
Instructor-Centered
Student-Centered
Teaching Focus – Top Down
Learning Focus – Bottom Up

16. Assessing Final Paper Assignments
Reflection Paper
Critical Thinking Paper
eFolio Essay Paper

17. Educational Goals Reflection Paper
Review personal thoughts, opinions and feelings in a word essay based on observations of their individual progression throughout the course. Students reexamine their knowledge and insights by developing a personal perspective thereby establishing meaningful relevance of their new learning. Paper is subjectively-focused and evaluates their ability to articulate insights and observations of their unique growth.

18. Educational Goals Critical Thinking Paper
Select three specific topic areas and provide three 300-word essays from the possible 12 learning units. Discuss the course material intellectually with regards to meaning and content understanding. Demonstrate evidence of having acquiring the learning objectives. Paper is objectively-focused and evaluates their ability to articulate their knowledge of the course content.

19. Educational Goals eFolio Thinking Essay Paper
The eFolio Thinking Essay will consist of three separate sections; each section will be devoted to a selected Learning Objective. This will basically look like three separate Unit Key Concept Posts on three separate pages of the same assignment. Each section is worth 20 points: 4 points per process (4 points x 5 processes) totaling a maximum 60 points for the 3 sections (20 points x 3 sections). Each section should be approximately words. Entire essay should be approximately words. Use the eFolio Thinking Protocol as your guide.

20. Table 1 eFolio Thinking Protocol
Experiential Learning
eFolio Thinking
Goals & Skills
Process
& Product-6P’s
Engagement, Ownership
Select
Present Key Concepts
Critical Thinking, Discrimination
Collect
Professional Examples
Personal Meaning, Relevance
Reflect
Personal Examples
Understanding Relationships
Connect
Prior Learning
Ethics, Acknowledgement
Respect
Provide Sources
Social and Teaching Presence
Response
Peer/Instructor Feedback

21. Student Participants Numbers
by Year Over Semesters
TOTAL N = 671
Fall 2011 Semester (n=199)
Spring 2012 Semester (n=222)
Summer 2012 Semester (n=98)
Fall 2012 Semester (n=152)

22. Table 4 2011 Fall Semester Grades by Exam vs. Paper Results
COURSE N
Exam1
Exam 2 3
Reflection Paper
General Psychology Sec.1 83
r = .21
r= .21
r= .19
r = .17
General Psychology Sec.2 71
r = .18
r= .16
r = .23
Abnormal Psychology345 46
r =- .13
r= .02
r = .33*
(p<.05*, p<.01**)

23. Table 5 2012 Spring Semester Grades by Exam vs. Paper Results
COURSE N
EXAM 1 2 3
Critical Thinking Paper
General Psychology Sec.1 80
r = .11
r= .11
r= .14
r = .29*
General Psychology Sec.2 93
r = .15
r = .10
r = .33*
Abnormal Psychology
345 49
r = -.34
r= -.26
r = .37*
(p<.05*, p<.01**)

24. Table 6 2012 Summer Semester Grades by Exam vs. Paper Results
COURSE N
EXAM1
EXAM 2 3
Critical Thinking Paper
General Psychology 59
r = .28
r= .17
r= .18
r = .32*
Abnormal Psychology345 39
r = .24
r= .16
r = .40*
( (p<.05*, p<.01**)

25. Table 8 2012 Fall Semester Grades by Exams vs. Paper Results
COURSE N
EXAM 1 2 3
eFolio Thinking Essay
General Psychology Sec.1 60
r = .31*
r= .42**
r= .41**
r = .39**
General Psychology Sec.2 49
r = .07
r = .03
r = .12
r = .40**
Abnormal Psychology
345 43
r = .26
r= .34*
r = .33*
(p<.05*, p<.01**)

26. Benefits of eFolio Thinking: Product Perspective Provides
General Psychology
Better Grades
Positive Course Exp.
Learning Evidence via
eFolio Thinking Paper
Weekly Key Concepts
Abnormal Psychology
Better Grades
Positive Course Exp.
Learning Evidence via
eFolio Thinking Paper
Weekly Key Concepts
Term Paper
PowerPoint Presentation