Facilitating reflective learning through ePortfolios: Students, Teacher & eDesigner reflections
The increased use of technology to enhance education has led to a prevalence in the inclusion of online learning systems and tools. Underpinning this use of technology is the need to develop twenty first century digitally literate students and educators who are able to be more flexible and have a greater diversity of skill sets. One of the current tools used to support a range of learning objectives is the ePortfolio. Most research to date related to the use of the ePortfolio as an assessment tool at tertiary level, has been carried out in mainstream courses (see Hubert; Robert & Wu (2012) and Mason, Regler & Weller, 2004). The pilot study reported on in this presentation was conducted in a third-year undergraduate degree-bearing English for Academic Purposes (EAP) course. The research utilised a socio-cultural theoretical approach aimed at incorporating ePortfolios to facilitate integrated learning, collaboration and reflection within the EAP tertiary context and offer new insights into the use of the ePortfolio. This paper mainly reports on the reflection component of the research.