Document Type
Article
Publication Date
Summer 2016
Publication Title
Peer Review: Association of American Colleges & Universities
Volume
18
Issue
3
Pages
9-12
Abstract
[First paragraph]
Eportfolios are a powerful pedagogical tool that can support deep learning and reflection across various learning contexts. This digital assignment can facilitate integrative learning and make learning visible to students, instructors, and external stakeholders (Chen and Light 2010). Eportfolios provide a space for students to showcase curricular and cocurricular experiences, to reflect on and integrate this work, and to directly assess their learning (Yancey 2004). Like high‐impact educational practices, eportfolios require significant and purposeful “time on task” outside the classroom, provide opportunities for meaningful student–faculty interaction, allow for frequent feedback on student work, and show students how their learning progresses over time (Kuh 2009).
Original Publication Citation
Harring, K., & Luo, T. (2016). Eportfolios: Supporting reflection and deep learning in high-impact practices. Peer Review: Association of American Colleges & Universities, 18(3), 9-12.
ORCID
0000-0002-8138-3722 (Luo)
Repository Citation
Harrington, Kathleen and Luo, Tian, "Eportfolios: Supporting Reflection and Deep Learning in High-Impact Practices" (2016). STEMPS Faculty Publications. 27.
https://digitalcommons.odu.edu/stemps_fac_pubs/27