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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 |
Questions & Answers
Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
what is the change in momentum of a body?
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
What is Thermodynamics
Muordit
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
50 m/s due south east
Someone
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
Someone
physics, biology and chemistry
this is my Field
ALIYU
field is a region of space under the influence of some physical properties
Collete
what is ogarnic chemistry
determine the slope giving that 3y+ 2x-14=0
WISDOM
Another formula for Acceleration
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
how do lnternal energy measures
Esrael
Two bodies attract each other electrically. Do they both have to be charged? Answer the same question if the bodies repel one another.
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you.
Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Robert
like charges repel while unlike charges atttact
Raymond
What is specific heat capacity
Specific heat capacity is a measure of the amount of energy required to raise the temperature of a substance by one degree Celsius (or Kelvin). It is measured in Joules per kilogram per degree Celsius (J/kg°C).
AI-Robot
specific heat capacity is the amount of energy needed to raise the temperature of a substance by one degree Celsius or kelvin
ROKEEB
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Source:
OpenStax, Ncpea handbook of online instruction and programs in education leadership. OpenStax CNX. Mar 06, 2012 Download for free at http://cnx.org/content/col11375/1.24
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