ePortfolio: Introducing A Web-Based Tool for Accessing
and Utilizing the Scholarly Evidence
Jessica R. Chittum and Jacquelyn McCarthy Woodyard, Virginia Tech
Lauren H. Bryant, North Carolina State University
Abstract: As ePortfolio becomes ubiquitous in higher education, access to empirical research on
ePortfolio becomes imperative. During this session, we will explore a web-based tool (i.e., openaccess website database) developed to support practitioners and researchers alike as they
investigate and implement ePortfolio. In 2013, Bryant and Chittum found a lack of empirical
evidence on ePortfolio published in peer-reviewed publications. Thus, we decided make the
ePortfolio-based resources Bryant and Chittum (2013) identified accessible to others. Participants
will have the opportunity to learn about the current landscape of ePortfolio literature (updated for
2014) and explore the web-based tool. We will discuss the usefulness of the website and request
participants to suggest potential improvements per their needs. Overall, we seek to support
practitioners and researchers as they identify and use scholarly literature when focusing on
ePortfolio, thus practicing the science of teaching and learning.
Literature Review
ePortfolio use in higher education has dramatically increased over the past decade. Thus, as educators more and
more utilize ePortfolio as an educational tool, and institutions and programs consequently devote resources and time
to its use, it is important that practitioners have access to empirical research on the effectiveness of ePortfolio to
inform their decision-making (Chittum & Bryant, 2014). Previous examination of the ePortfolio literature revealed
that an accessible sample of ePortfolio-focused refereed publications fell into four categories (see Table 1; Bryant &
Chittum, 2013a): (a) empirical, affective, including articles that presented data on students’ affective responses to
ePortfolio; (b) empirical, outcomes, including research that examined ePortfolio use and student outcomes (e.g.,
learning, motivation); (c) descriptive, including descriptions of how ePortfolio has been utilized by practitioners as
well as papers that offered theoretical support for the tool; and (d) technological, including information on data and
models on the structure, accessibility, and usability of ePortfolio platforms (Bryant & Chittum, 2013a; Chittum &
Bryant, 2014).
Note. From Bryant and Chittum (2013a, p. 191).
Within the descriptive category, strong theoretical support for utilizing ePortfolio was offered. These papers often
cited potential for improved reflection, engagement, learning outcomes, and knowledge integration (e.g., HartnellYoung, 2006; Heinrich, Bhattacharya, & Rayud, 2007; Peet et al., 2011). Although sound arguments, these papers
are insufficient for justifying widespread ePortfolio use (Chittum & Bryant, 2014). Furthermore, empirical research
of students’ affective responses to ePortfolio are insufficient evidence, as some research suggests that students do
not always prefer the instructional tools and pedagogical strategies that best support their learning (e.g., Steinberg,
1989).
Through previous research (Bryant & Chittum, 2013a), three important conclusions were reached: (a) the majority
of ePortfolio-focused peer-review literature fit into the descriptive or empirical, affective categories; (b) although a
dearth of empirical research on the impact of ePortfolio and student learning outcomes is available, few publications
fell into the empirical, outcomes category (Bryant & Chittum, 2013a, 2013b; Chittum & Bryant, 2014); and (c) a
great deal of those publications considered seminal works were difficult to find or locate in peer-reviewed venues
(Bryant & Chittum, 2013a; Chittum & Bryant, 2014). Focusing on the latter, we have developed a web-based tool
(database) that enables researchers and practitioners to locate relevant ePortfolio findings that can help guide their
decision-making.
Goals and Objectives
Following the session, the participants should have gained a working understanding of the current landscape of
ePortfolio literature, the web-based tool, and the website’s function. We will encourage the participants to become
engaged in reflecting about the uses and potential of the web-based tool, and how it could inform their practice.
Further, a goal is to obtain constructive feedback from the participants regarding the utility and function of the
database. Overall, we seek to support practitioners and researchers as they identify and use scholarly literature when
focusing on ePortfolio, thus practicing the science of teaching and learning.
Discussion and Description of the Practice
We previously found that there is a lack of empirically-validated research examining the effectiveness of ePortfolio
as an educational tool (Bryant & Chittum, 2013a, 2013b; Chittum & Bryant, 2014). During several iterations of our
search, we had particular difficulty in locating refereed and outcomes-driven publications, especially those authored
by the leaders in the field (Chittum & Bryant, 2014). We posit that, as ePortfolio becomes ubiquitous, so too should
empirical and peer-refereed research. Such research can then guide decision-making, planning, and implementation
of ePortfolio, which is consistent with our institutions’ goals in encouraging scholarship in teaching and learning.
The purpose of this website is twofold: first, to increase the accessibility of empirical, peer-reviewed evidence
regarding ePortfolio’s effectiveness; and second, to community-source database updates, thus giving researchers and
practitioners a voice. The website includes (a) a search function that enables users to search by article classification
(i.e., empirical, affective; empirical, outcomes; descriptive; and technological), author, year, publication, title, and
keyword; (b) resources and information about ePortfolio (e.g., important links, general overview); and (c) an
invitation to suggest peer-reviewed ePortfolio-focused refereed articles missing from the database. We will begin by
presenting Bryant and Chittum’s (2013a) findings and then discuss changes in the landscape of the literature since
2013. Then, the participants will have the opportunity to explore the web-based tool as we introduce and explore the
main sections and uses. Participants in the session will have the opportunity to learn about and discuss the current
state of ePortfolio research, actively explore the website, discuss the usefulness of the tool, and make suggestions to
improve the website based on their needs. The session will be interactive, as we will engage the participants in first
sharing what they know about ePortfolio, including their personal experiences, and then focusing on their wants and
needs as we explore the web-based tool together.
References
Bryant, L. H., & Chittum, J. R. (2013a). ePortfolio effectiveness: A(n ill-fated) search for empirical support.
International Journal of ePortfolio, 3(2), 189-198. Retrieved from http://www.theijep.com/pdf/IJEP108.pdf
Bryant, L. H., & Chittum, J. R. (2013b). Popularity vs. pedagogy: What do we know about eportfolio? Proceedings
of the 2013 Conference on Higher Education Pedagogy, Blacksburg, VA, 232-233. Retrieved from
http://www.cider.vt.edu/conference/proceedings/2013ConferenceProceedings.pdf
Chittum, J. R., & Bryant, L. H. (2014). ePortfolio effectiveness: A conversation on accessing the evidence.
Proceedings of the 2014 Conference on Higher Education Pedagogy, Blacksburg, VA, 184-185. Retrieved
from http://www.cider.vt.edu/conference/proceedings/2014ConferenceProceedings.pdf
Hartnell-Young, E. (2006). ePortfolios in Australian schools: Supporting learners’ self-esteem, multiliteracies and
reflection on learning. Informatics Education, 4226, 279-289.
Heinrich, E., Bhattacharya, M., & Rayudu, R. (2007). Preparation for lifelong learning using eportfolios. European
Journal of Engineering Education, 32(6), 653-663.
Peet, M., Lonn, S., Gurin, P., Boyer, K., Matney, M., Marra, T., . . . Daley, A. (2011). Fostering integrative
knowledge through eportfolios. International Journal of ePortfolio, 1(1), 11-31.
Steinberg, E. (1989). Cognition and learner control: A literature review. Journal of Computer-Based Instruction,
16(4), 117-121.