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The Role of High Impact Practices in an Online Graduate Program: Leveraging the Success

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  • Hwangji Lu
  • Robert Smiles

Abstract

A feeling of isolation has been cited in the literature as one of the main reasons students dropped off their online courses or programs. Innovations in instructional design and delivery can boost student engagement, advance student learning, and enhance student success. Based on the findings generated from countless evidence-based research, high-impact educational practices are effective teaching strategies and can substantially benefit students. This paper presents a case study in which a capstone course incorporated with ePortfolio in an online master’s program in healthcare administration is examined. This study's primary goal is to assess students' perceptions of the usefulness of ePortfolio and their overall experience in the capstone course. The findings shed light on how a program implemented ePortfolio in the entire program could impact students’ acceptance and view of ePortfolio. Limitations of this research study are also presented. The contribution of this case study to high-impact educational practice research and implications for institutional decision-makers and educators are also discussed.

Suggested Citation

  • Hwangji Lu & Robert Smiles, 2023. "The Role of High Impact Practices in an Online Graduate Program: Leveraging the Success," European Journal of Education and Pedagogy, European Open Science, vol. 4(3), pages 149-155, April.
    • Handle: RePEc:epw:ejedu0:v:4:y:2023:i:3:id:30691
    DOI: 10.24018/ejedu.2023.4.3.691
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    References listed on IDEAS

    as
    1. Hwangji Lu, 2021. "Electronic Portfolios in Higher Education: A Review of the Literature," European Journal of Education and Pedagogy, European Open Science, vol. 2(3), pages 96-101, June.
    2. Luis-Alberto Casado-Aranda & Juan Sánchez-Fernández & Francisco Javier Montoro-Ríos & María Isabel Arias Horcajadas, 2021. "Evaluation of the Work-Integrated Learning Methodology: Teaching Marketing through Practitioner Experience in the Classroom," Mathematics, MDPI, vol. 9(17), pages 1-13, September.
    Full references (including those not matched with items on IDEAS)

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