WITH THE PROLIFERATION OF EPORTFOLIOS and their organizational uses in higher education, it is important for educators and other relevant stakeholders to understand the student perspective. The way students view and use ePortfolios are revealing elements to aid educators in the successful integration of ePortfolio systems. This research describes the development of the Electronic Portfolio Student Perspective Instrument (EPSPI) and initial validation (N = 204) efforts in the context of an ePortfolio initiative in a College of Education. The EPSPI incorporates four domains from a student perspective: employment, visibility, assessment, and learning; and connects those domains with four relevant stakeholders: students, administrators, faculty, and employers. Descriptive analyses, exploratory factor analysis, and a qualitative analysis using grounded theory were used. Results indicate that student perspectives towards ePortfolios are with three distinct, internally consistent underlying constructs: learning, assessment, and visibility. Qualitative analysis revealed four interrelated themes from a student perspective: system characteristics, support structure, purpose, and personal impact.Another article was fully published online in The International Review of Research in Open and Distance Learning, Vol 9, No 2 (2008), ISSN: 1492-3831: " Eportfolios: From description to analysis" with authors Gabriella Minnes Brandes and Natasha Boskic, The University of British Columbia, Canada. Here is the abstract from that article:
In recent years, different professional and academic settings have been increasingly utilizing ePortfolios to serve multiple purposes from recruitment to evaluation. This paper analyzes ePortfolios created by graduate students at a Canadian university. Demonstrated is how students’ constructions can, and should, be more than a simple compilation of artifacts. Examined is an online learning environment whereby we shared knowledge, supported one another in knowledge construction, developed collective expertise, and engaged in progressive discourse. In our analysis of the portfolios, we focused on reflection and deepening understanding of learning. We discussed students’ use of metaphors and hypertexts as means of making cognitive connections. We found that when students understood technological tools and how to use them to substantiate their thinking processes and to engage the readers/ viewers, their ePortfolios were richer and more complex in their illustrations of learning. With more experience and further analysis of exemplars of existing portfolios, students became more nuanced in their organization of their ePortfolios, reflecting the messages they conveyed. Metaphors and hypertexts became useful vehicles to move away from linearity and chronology to new organizational modes that better illustrated students’ cognitive processes. In such a community of inquiry, developed within an online learning space, the instructor and peers had an important role in enhancing reflection through scaffolding. We conclude the paper with a call to explore the interactions between viewer/reader and the materials presented in portfolios as part of learning occasions.