Perceptions and Uses of Digital Badges for Professional Learning Development in Higher Education

Abstract

Few instructors in higher education have completed a formal teaching program and, therefore, rely on informal professional development opportunities to enhance their teaching practice. Micro-credentialing in the form of digital badges is one way in which instructors can document their non-credit learning and accomplishments. This mixed methods research study was conducted to gauge participants’ perceptions and anticipated uses of digital badges. Results of the study indicated that many participants had positive perceptions of the badges, finding them authentic and innovative. Some participants had negative or mediocre perceptions of digital badges, finding them less prestigious than a certificate of completion. Badge appearance may have had an impact on perceived credibility. Participants intended on using their digital badges in a variety of ways, such as sharing on social media and job searches. Many found the badges motivating and persevered to complete a program; however, they did not do this solely to earn a badge.