Research Article

Electronic Portfolios in Higher Education: A Review of the Literature

Hwangji Lu
The University of Arizona Global Campus, USA
* Corresponding author
DOI icon 10.24018/ejedu.2021.2.3.119

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Submitted 2021-06-06
Published 2021-07-05

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Article Main Content

Electronic Portfolios have become a popular pedagogical approach on the tertiary educational landscape worldwide. In the United States, Association of American Colleges and Universities added this powerful pedagogical practice to its set of high-impact practices in 2016. High-impact practices have the potential to generate transformative learning experiences and lead to significant impacts on students’ academic achievements. Higher education has a responsibility to provide students with the means to support their professional learning and development as a continuous and lifelong process. Countless research studies have identified a number of benefits from utilizing ePortfolios in learning that are grounded in a variety of learning theories. As ePortfolios are gaining momentum as a preferred way to demonstrate students’ learning and competencies, it is crucial for educators to fully understand the advantages of ePortfolios and guide students to produce quality and competitive ePortfolios.

Keywords: Electronic Portfolio, High-Impact Practices, Pedagogical Technology, Student-Centered

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