Open AccessElectronic Portfolios in Higher Education: A Review of the Literature
Author(s) -
Hwangji Lu
Publication year - 2021
Publication title -
european journal of education and pedagogy
Language(s) - English
Resource type - Journals
ISSN - 2736-4534
DOI - 10.24018/ejedu.2021.2.3.119
Subject(s) - transformative learning , variety (cybernetics) , lifelong learning , higher education , quality (philosophy) , set (abstract data type) , pedagogy , professional development , process (computing) , electronic learning , mathematics education , sociology , psychology , educational technology , political science , computer science , philosophy , epistemology , artificial intelligence , law , programming language , operating system
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.