ePortfolio Research and Practice: New Findings from the International Journal of ePortfolio
May 21, 2019
In 2016, ePortfolios were added to AAC&U’s list of high-impact educational practices, a result of the breadth and strength of the evidence in support of the effects of ePortfolios along a number of student success metrics. However, ePortfolios can only have high levels of impact when they are done well and are built upon evidence-based practices. This webinar, a collaboration between AAC&U, the Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL), and Electronic Portfolio Action & Communication (EPAC), highlighted key findings and offered guidance for ePortfolio practice from the Spring 2019 issue of the International Journal of ePortfolio. Topics included professional identity construction, student motivation and confidence in ePortfolio usage, the development of self-directed learners, and information literacy assessment. In addition to briefly highlighting methodology and findings, each author/presenter concluded by sharing the practical implications of their research in higher education settings. Those who attended this webinar left with research-informed practices that could guide the next steps they take with ePortfolios on their campuses.
C. Edward WatsonChief Information Officer and Associate Vice President for Quality, Pedagogy, and States Initiatives, Association of American Colleges and Universities
Joanne BritlandDepartment of Spanish, Italian, and Portuguese, University of Virginia
Leslie CordieAssistant Professor, Department of Educational Foundations, Leadership, and Technology, Auburn University
Scott PeecksenOutcomes Assessment Specialist, Office of the Provost, Department of Career Connect, University of North Texas
Wesley PittsAssociate Professor, Middle and High School Education, Lehman College