Making connections: using e-portfolios to assess and grant credit for prior learning.

• Online Access: http://hdl.handle.net/2047/D20193626

Prior learning assessment has existed for decades but in recent years it has increased in popularity. The advent of the e-Portfolio and the emergence of MOOCs have changed how prior learning may be assessed. The purpose of this study was to examine how higher education institutions adopted and used e-Portfolios in prior learning initiatives. The researcher employed a collective case study and used aspects of Rogers' diffusion of innovation theory as a lens to explore institutional adoption and use of e-Portfolios for prior learning assessment purposes. Participants for this study included a number of institutions that were part of the Pennsylvania State System of Higher Education (PASSHE). Data from a document review, surveys, and interviews was collected and analyzed to measure how these institutions used e-Portfolios to link traditional college degree programs with prior learning initiatives including possibly knowledge attained through MOOCs. The data findings revealed that e-Portfolios were not being adopted or used to assess prior learning at any of this study's participating institutions. Additionally it appeared that MOOCs were not currently being considered for prior learning opportunities. Interview participants also discussed their struggles with maintaining support and credence of prior learning on their campuses. The findings are relevant for higher education administrators who seek to increase enrollments and college completion rates especially as many institutions face growing competition to attract students and stay relevant in a competitive educational marketplace. Additional research is needed to investigate the future potential of MOOCs, the Badges system, and e-Portfolios to assess and grant credit for prior learning.