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Several researchers define e-portfolios as a digital collection of students’ work accomplished throughout their time of studies in an academic program (Buzzetto-More, 2006; Love, McKean and Gathercoal, 2004; Paulson, Paulson, & Meyer, 1991; Siemens, 2004). E-portfolios can be a rich resource for students and faculty. Students learn to identify and reflect on their learning experiences and show accomplishment of learning outcomes. Faculty members provide students with feedback and guidance to help them accomplish these learning outcomes. In this study student eportfolios consist mainly of a collection of project-based activities that provide students with opportunities to demonstrate mastery of skills and abilities. The College of Technological Innovation (CTI) has been evaluating student e-portfolios using an E-portfolio Assessment Management System (EAMS). The EAMS was developed by the University to provide students with an electronic environment to submit, get feedback, reflect and save key learning experiences. The rationale of the EAMS is to allow students to gather, store and present important projects. The students’ e-portfolios are also used to demonstrate growth toward achieving specific learning outcomes to measure what students have learned and are able to do when they complete their degree program. Students start using the EAMS in semester three of their degree programs and begin the development of a working e-portfolio by archiving all major projects, their instructors’ feedback as well as their reflections.

Using Student e-Portfolios to Facilitate Learning Objective Achievements in an Outcome-Based University