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E-Portfolio: School Uses for your e-portfolios

What Professors Look For

Possible school uses:

In an article for Association of American Colleges & Universities (AAC&U), authors Miller and Morgaine  offer that "students generally use e-portfolios to collect their work, reflect upon strengths and weaknesses, and strive to improve." They state that students can recognize achievement and outcomes over time, gain insights that lead to improvement and develop identities as learners.

Miller and Morgaine say that students exercising metacognition in reflecting on their work are experiencing the benefits of an internal conversation. This structured reflection leads to student self-knowledge and confidence.

TLT Instructional Technologist Jessica Smith writes that she used longitudinal portfolios for students documenting the writing process, including notes, drafts, feedback, and revisions. Smith suggests using Google Drive for student work. Students make their own folder and subfolders, then share with their professor. 

Another use for e-portfolios is to document learning progress for family and friends who might want to know more about what their student family member is experiencing. Providing access to an educational e-portfolio  might help soften family anxiety and help the student explain to their family what they are learning.

In an article for International Journal of ePortfolio, authors Posey et al. state a list of value e-portfolios add to the university.

  • Support student reflection throughout their degree programs and other learning experiences to help students make sense of their learning
  • Help students link academic work with their experiences outside the classroom
  • Track student learning across course sequences, in face-to-face and online programs
  • Demonstrate and capture program outcomes and competencies to support accreditation and broader assessment activities
  • Enhance Career Planning, Advisement, and Development
  • Provide students with a platform to publish work creatively for potential employers and other audiences
  • Provide faculty with a platform to curate materials for teaching dossiers
  • Foster alumni connections with GW beyond graduation as well as the development of lifelong learners

Sources:

Miller, R. and Morgaine, W. (2009). The benefits of E-portfolios for students and faculty in their own words. Peer Review 11, 1. Retrieved from https://www.aacu.org/publications-research/periodicals/benefits-e-portfolios-students-and-faculty-their-own-words.

Posey, L. Plack, M., Snyder, R., Dinneen, P., Feuer, M. and Wiss, A. (2015). Developing a pathway for an institution wide eportfolio program. International Journal of ePortfolio 5, 1: 75-92. 

Smith, J. (2014) Using digital portfolios in the classroom. TLT: Innovative Technology for Innovative Instructors. Retrieved from http://tlt.cofc.edu/2014/10/16/using-digital-portfolios-in-the-classroom/.