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Examining Perceptions of Digital Badges
PROCEEDING

, University of North Texas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In many higher education institutions, digital badges have been identified as credible symbols of academic achievement and skills mastery. They provide recipients with a digital symbol representing significant learning that may not be recognized through formal degree programs. Examples of competencies recognized through badges include written and oral communication, teamwork, and critical thinking. Additionally, badges can represent other types of learning such as professional experiences gained through internships or through the completion of online certification courses. This article explores the variety of ways digital badges are used in higher education. The advantages and challenges of issuing digital badges in higher education settings are discussed and a proposed research study exploring student perceptions of digital badges is outlined. Suggestions are made for additional studies on measuring instructor, student, and employer perceptions of digital badges and how these perceptions impact learners' academic achievement in their degree programs and ultimately, their success in the workplace.

Citation

Sanchez, M. (2019). Examining Perceptions of Digital Badges. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 78-81). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2019 from .