The use of electronic portfolios, or eportfolios, has become increasingly popular in the classroom as a way to showcase student learning and growth. An eportfolio is a digital collection of a student's work that showcases their learning and progress over time.   In today’s rapidly changing digital world, it is essential for students to develop critical digital literacy skills. An e-Portfolio platform can help students to do just that. By using e-Portfolios, students can curate their own writing assignments, multimedia projects, and reflective pieces, allowing them to see the growth and development of their writing over time.  Although there are potential barriers to implementing ePortfolio projects effectively–such as the need for student support–there is also evidence to suggest that students are able to assist in peer ePortfolio development (Shepherd & Bolliger, 2011)

  By utilizing eportfolios, students can reflect on their own learning, make connections between different topics and concepts, and analyze their own thought processes.  According to research, the use of eportfolios in the high school classroom can be an effective way to increase critical thinking skills among students (Reynolds & Patton, 2016).  Eportfolios encourage students to reflect on their own learning experiences. When students take the time to reflect on their work and think about how they arrived at a particular conclusion or solution, they are more likely to develop critical thinking skills. Reflection allows students to identify their own strengths and weaknesses, as well as consider how they can improve their work in the future (McCarthy, O'Reilly, & Reynolds, 2017).      Eportfolios provide students with a platform to self-assess their own work. This means that students are responsible for evaluating their own work and thinking critically about the quality of their output. This process of self-assessment requires students to evaluate their own thinking processes and consider alternative perspectives and approaches (Wang & Chen, 2020). Hernandez and Lee (2015) similarly reported that eportfolios helped students develop a stronger sense of ownership over their learning and increased their engagement in the classroom. Wuetherick & Dickinson, noted that, “the existing literature indicates that portfolios may have several advantages over other forms of assessment.  In particular, portfolios possess integrative learning potential: the ability to connect experiences and knowledge gained in the academic context with a variety of other contexts, including the workplace and community”.

The use of eportfolios also allows students to demonstrate their skills and abilities to a wider audience, such as parents, classmates, and potential employers (Lai, 2017).  Eportfolios can facilitate collaboration among students. When students share their work with one another, they can offer feedback and constructive criticism that encourages critical thinking. Collaboration also helps to expose students to different perspectives and ideas, which can challenge their own thinking and broaden their understanding of a particular topic (Reynolds & Patton, 2016).  One of the primary benefits of eportfolios is improved student engagement and motivation. For example, a study by Hernandez and Lee (2015) found that students who used eportfolios in their coursework reported higher levels of engagement and a greater sense of ownership over their learning. Similarly, a study by Rhee and Hahn (2017) found that the use of eportfolios in a high school science class increased student engagement and helped students develop metacognitive skills.

  Additionally, eportfolios can foster communication and collaboration between students, teachers, and parents, creating a more supportive and effective learning environment (Brown & Green, 2018).  Eportfolios provide students with a way to track their progress over time. By revisiting earlier work, students can reflect on how their thinking has evolved and identify patterns in their own learning. This long-term thinking encourages students to think critically about the impact of their own learning experiences and how they can continue to improve (McCarthy, O'Reilly, & Reynolds, 2017).    Eportfolios can also provide teachers with valuable insights into student learning and progress. A study by Dalton and Wandberg (2019) found that eportfolios facilitated more meaningful assessments and allowed teachers to track student progress in real-time.  Eportfolios can also provide teachers with valuable information about student learning and progress. For example, a study by Lee and Yoon (2016) found that eportfolios allowed teachers to assess student work more effectively and track progress in real-time. Additionally, the use of eportfolios can help facilitate communication and collaboration between students, teachers, and parents, leading to a more supportive and effective learning environment (Dorward & Kelly, 2017).

  However, the use of eportfolios in the classroom also has its challenges. One study by Chang and Chen (2020) found that students may need to invest significant time and effort in organizing and curating their work for their eportfolios, and teachers may need to invest time in creating and grading assessments. In order to maximize the benefits of eportfolios, it is important for teachers to provide clear guidelines and training to help students effectively use the technology (Chang & Chen, 2020).  Another challenge is the time and effort required to create and maintain an eportfolio. For example, a study by Pogrebivsky and Roseth (2019) found that students may need to invest significant time and effort in organizing and curating their work for their eportfolios, and teachers may need to invest time in creating and grading assessments. In order to maximize the benefits of eportfolios, it is important for teachers to provide clear guidelines and training to help students effectively use the technology (Dorward & Kelly, 2017.  There also remains a some concerns due to demographics of  students participating in such programs. 

  In conclusion, the literature suggests that eportfolios can have a positive impact on student learning and development, providing students with a platform to showcase their work and skills, and offering teachers with a tool for assessment and tracking progress. While there are some challenges associated with using eportfolios, the benefits make them a valuable tool for the classroom.   However, the use of eportfolios also presents challenges, such as the time and effort required to create and maintain an eportfolio.   According to Wuetherick and Dickinson, studies “demonstrate that there are still significant differences between the experience and comfort level of younger and older students with various technologies that are key to the effective implementation of ePortfolios”.  Therefore, in order to maximize the benefits of eportfolios, it is important for teachers to provide clear guidelines and training to help students effectively use the technology.

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- ed. Retrieved February 24, 2023, from https://files.eric.ed.gov/fulltext/EJ1107862.pdf