Counts of Categorized Responses of Interns Towards Future Usage of their Webfolios
|
2007-08 |
2008-09 |
2009-10 |
| Student expressed they didn’t know how they will use the webfolios in the future. |
13 |
28 |
15 |
| Students expressed to burn their portfolio onto CD or publish it on to the web. |
4 |
1 |
3 |
| The student expressed they will use the webfolio as a reference, resource, or in the interviewing process. |
26 |
52 |
48 |
| Student expressed the desire to continue to add to the portfolio. |
6 |
8 |
6 |
| Student expressed the idea of continuing reflecting and developing their professional growth plan using the portfolio method. |
17 |
32 |
26 |
| No Response |
8 |
1 |
1 |
|
N=74 |
N=122 |
N=99 |
Resources that support webfolios
With the transition to a webfolio over the last three years, there was a need to identify areas of support for the application to support its implementation and success for the students. Table 4 provides the interns’ responses to a survey question that highlights the most frequently indicated response for each item. Over the three year period, all cohorts indicated that the full time availability of laptop computers, handouts provided by the University Supervisor and one-on-one meetings with the university supervisor were the most useful resource in the creation of their portfolios. The usage of the online tutorials offered by TaskStream was the least useful.
Percentages of Usefulness of Resources for Creating Portfolios
|
Did Not Use |
Use-But Was Not Useful |
Somewhat Useful |
Very Useful |
Could Not Have Completed Portfolio Without It |
| Full time use of laptop computers |
|
| 2007-08 |
17 |
2 |
2 |
20 |
30 |
| 2008-09 |
22 |
4 |
5 |
28 |
41 |
| 2009-10 |
17 |
2 |
5 |
23 |
53 |
| Handouts provided by university supervisor |
|
| 2007-08 |
2 |
2 |
14 |
40 |
14 |
| 2008-09 |
4 |
6 |
28 |
43 |
20 |
| 2009-10 |
12 |
13 |
36 |
27 |
11 |
| Seminar Sessions in computer lab |
|
| 2007-08 |
13 |
8 |
21 |
18 |
9 |
| 2008-09 |
22 |
11 |
26 |
26 |
14 |
| 2009-10 |
33 |
11 |
25 |
18 |
12 |
| One-on-one meetings with university supervisor |
|
| 2007-08 |
7 |
1 |
15 |
36 |
13 |
| 2008-09 |
19 |
3 |
20 |
39 |
19 |
| 2009-10 |
16 |
0 |
21 |
36 |
26 |
| Internet-based tutorials offered by TaskStream |
|
| 2007-08 |
49 |
6 |
10 |
5 |
2 |
| 2008-09 |
59 |
11 |
23 |
3 |
4 |
| 2009-10 |
54 |
13 |
20 |
9 |
4 |
| Help from a friend or relative |
|
| 2007-08 |
36 |
3 |
9 |
17 |
6 |
| 2008-09 |
20 |
2 |
27 |
31 |
20 |
| 2009-10 |
36 |
5 |
22 |
24 |
12 |
Student feedback
Students were also asked to provide feedback concerning improvements and problems with the webfolio development process for the next group of interns. Their narrative responses were analyzed and placed into response categories as presented in Tables 5 and 6. While the initial cohort implementing the webfolios indicated an opinion that the process will improve with future implementations and the need for streamlining information, subsequent cohorts consistently reported greater need for more presentations and professional development for interns. These data are reported in Table 5.
Counts of Categorized Responses of Interns Towards Improvements with their Webfolios
|
2007-08 |
2008-09 |
2009-10 |
| Students expressed the process will improve with time and the need for streamlining information. |
11 |
12 |
3 |
| Student emphasized importance of time management. |
6 |
3 |
22 |
| Student expressed the need for more presentations and professional development for interns. |
9 |
44 |
33 |
| Students expressed the need for interns to be tech savvy and keep hard copies. |
6 |
5 |
4 |
| Student expressed they like the webfolio. |
4 |
29 |
29 |
| Students expressed need for additional formative assessments or possible change of formats. |
4 |
21 |
25 |
| Student emphasized the professors and site supervisors make the difference in successful experiences. |
4 |
5 |
1 |
| No response |
30 |
3 |
1 |
|
N=74 |
N=122 |
N=99 |
