Harring, K., & Luo, T. (2016). Eportfolios: Supporting reflection and deep learning in high-impact practices. Peer Review, 18(3), 9-12.<\/p>\n
The article discusses the integration of eportfolios in education which help support various learning contexts for professional development. It examines the impact of eportfolios to the educational practices as well as to student-faculty interaction. It also stresses the essence of eportfolios to promote teaching effectiveness.<\/p>\n
In this article, the authors shared their experiences guiding the e-portfolio initiative of a small liberal arts college in the United States \u201cto support integrative learning across campus and to provide a gathering place for students\u2019 accumulated intellectual, artistic, and co-curricular work\u201d (p. 9). The authors conducted \u201clarge-scale, institution-wide assessments across all contexts of eportfolio integration\u201d (p. 9), surveying students who had created e-portfolios at any time over a 3-year period, collecting \u201cparticipatory observations of the process of students using eportfolios\u201d (p. 10), and holding \u201cconsultations and group discussions with faculty members\u201d (p. 10) to gain \u201cinsights into the student experience in the context of instructor goals\u201d (p. 10). In addition, several case studies were shared which collectively reinforced key elements \u201cvital to successful eportfolio pedagogy\u201d, including closely linking e-portfolios to \u201cstudent learning goals\u201d, ensuring e-portfolios \u201cengage students in deep reflections\u201d, and carefully constructing prompts to support reflection (p. 12).<\/p>\n","protected":false},"excerpt":{"rendered":"
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