COURSE REDESIGN IN A CAPSTONE COURSE: PUTTING EPORTFOLIO INTO PRACTICE

Hwangji S Lu & Robert Smiles

ABSTRACT

Today’s healthcare marketplace is changing hastily. Fundamental operating suppositions are questioned. Especially after the Patient Protection and Affordable Care Act was signed into law in 2010, the healthcare industry has faced uncertainty and transformational changes in the past decade. Indeed, the changes in the healthcare industry demand adjustments to the healthcare administration curriculum. The Master of Healthcare Administration (MHA) program at a U.S. university implemented a revised capstone course in 2020. This revised course has two high-impact practices (HIPs), ePortfolio and capstone project and course. The Association of American Colleges and Universities has endorsed and promoted HIPs that are robust interventions to advance student success.  It is critically important that this revised course keep students engaged in the course materials by allowing them to apply the learned skills and knowledge to real-world situations. This study was designed to investigate the impacts of two HIPs in the revised course via multiple data sources. A student survey was sent to students via email at the end of the course to gather students’ feedback and learning experience. Based upon the data collected, over three-fourths (77.63%) of surveyed students reported that e-Portfolio helped them critically assess their academic work and accomplishments, while 89.61% of respondents agreed that the capstone project helped them integrate the knowledge and skills developed within the MHA program. The challenges regarding the implementation of the e-Portfolio were identified in the written feedback collected from the survey and the instructors’ observations. The solutions to the issues will be realized to maximize the benefits of e-Portfolio in the capstone course as a high-impact practice.

Keywords: Online Education, ePortfolio, Capstone Course, Healthcare Administration

REFERENCES

  • Alstete, J. W., & Beutell, N. J. (2016). Balancing instructional techniques and delivery formats in capstone business strategy courses. Quality Assurance in Education, 24(2), 173-193. doi:http://dx.doi.org/10.1108/QAE-04-2014-0016
  • Bartholomew, D. E., Newman, C. M., & Newman, L. M. (2021). A snapshot of the marketing capstone course at U.S.-based AACSB schools. Marketing Education Review, 31(1), 26-40.  https://doi.org/10.1080/10528008.2020.1843359
  • Blanford, J., Kennelly, P., King, B., Miller, D., & Bracken, T. (2020). Merits of capstone projects in an online graduate program for working professionals. Journal of Geography in Higher Education, 44(1), 45-69.  https://doi.org/10.1080/03098265.2019.1694874
  • Bowe, B. J., Blom, R., & Davenport, L. D. (2020 Apr) Journalism and mass communication capstone course: Bringing it all together? Communication Teacher, 34(2), 161-174. https://doi.org/10.1080/17404622.2019.1630656
  • Bryant, L. R., Rust, D. Z., & Fox-Horton, J. (2017). ePortfolios and interdisciplinary adult degree programs. International Journal of ePortfolio, 7(2), 129-138.
  • Devine, J. L., Bourgault, K. S., & Schwartz, R. N. (2020). Using the online capstone experience to support authentic learning.  TechTrends: Linking Research & Practice to Improve Learning. 64(4), 606-615. https://doi.org/10.1007/s11528-020-00516-1
  • de Jager, T. (2019). Impact of ePortfolios on science student-teachers reflective metacognitive learning and the development of higher-order thinking skills. Journal of University Teaching and Learning Practice, 16(3) Article 3.
  • Fallowfield, S. M, Urtel, M., Swinford, R., Angermeier, L., & Plopper, A. S. (2019). A Case Study in ePortfolio Implementation: A Department-Wide Perspective. International Journal of ePortfolio, 9(2), 111-118.
  • Faulkner, C. B., & Webb, S. (2020). Assessment of program learning in accelerated capstone courses. Online Journal of Distance Learning Administration, 23(2), 1-5.
  • Freeman, T. M., Pierce, D., & Zoeller, A. N. (2020) Using the IUPUI capstone taxonomy to design high-impact-practice capstone experiences for graduating students. Assessment Update, 32(4), 6-13. https://doi.org/10.1002/au.30220
  • Graham, J. (2014). Case-based learning in an electronic learning environment. Perspectives of Innovations, Economics, & Business, 14(4), 194–203.
  • Hauhart, R. C., & Grahe, J. E. (2015). Designing and teaching undergraduate capstone experiences. San Francisco, CA: Jossey-Bass.
  • Johnson, K., & Snyder, J. (2020). Development and implementation of a capstone experience n criminal justice. Journal of Criminal Justice Education, 31(2), 283-295. https://doi.org/10.1080/10511253.2020.1726422
  • Kohler, J. J. II, & Van Zile-Tamsen, C. (2020). Metacognitive matters: Assessing the high-impact practice of a general education capstone ePortfolio. International Journal of ePortfolio,10(1), 33-43.
  • Kuh, G. D. (2008). High impact practices, what they are, who has access to them, and why they matter. Washington DC: Association of American Colleges and Universities.
  • Kuh, G. D., & O’Donnell, K. (2013). Ensuring quality & taking high-impact practices to scale. Washington DC: Association of American Colleges & Universities.
  • Linder, K. E., & Hayes, C. M. (Eds.). (2018). High-Impact Practices in online education: Research and best practices. ‎ Sterling, VA: Stylus Publishing.
  • Love, D. B., & Ayadi, M. F. (2015). Redefining the core competencies of future healthcare executives under healthcare reform. Administrative Issues Journal: Education, Practice & Research, 5(2), 3-16. DOI: 10.5929.2015.5.2.1
  • Moore, K. (2019). Tools and tips for helping students create e-Portfolios. Computers in Libraries, 39(8), 32-37.
  • Morreale, C., Zile-Tamsen, C. V., Emerson, C. A., & Herzog, M. (2017). Thinking skills by design: Using a capstone ePortfolio to promote reflection, critical thinking, and curriculum integration. International Journal of ePortfolio, 7(1), 13-28.
  • Nguyen, L. T., & Ideda, M. (2015). The effects of ePortfolio-based learning model on student self-regulated learning. Active Learning in Higher Education, 16(3), 197-209. https://doi.org/10.1177/1469787415589532
  • Segaran, M. K., & Hasim, Z. (2021). Self-regulated learning through ePortfolio: A meta-analysis. Malaysian Journal of Learning and Instruction, 18(1), 131-156. https://doi.org/10.32890/mjli2021.18.1.6
  • Swimelar, S. (2020). International and global studies capstone course innovation: Multimedia identity video collage and study abroad integration.  International Studies Perspectives, 21(4), 379-402. doi: 10.1093/isp/ekz030
  • The International Hospital Federation. (2015). Leadership competencies for healthcare services managers. https://www.ache.org/-/media/ache/about-ache/leadership_competencies_healthcare_services_managers.pdf
  • Watson, C. E., Kuh, G. D., Rhodes, T., Light, T. P., & Chen, H. L. (2016). Editorial: ePortfolios—The eleventh high impact practice. International Journal of ePortfolio, 6(2), 65-69.
  • Wiechowski, L. S. (2010). Developing and implementing an undergraduate finance capstone course for both on ground and online course delivery. American Journal of Business Education, 3(12), 87-94.