Abstract: This case study looks at the implementation of an extracurricular program, the ePortfolio Peer Consultants (ePPC) peer-mentoring technology group, as a part of an ePortfolio project at the University of Virginia and its impact on the development of ePortfolio skill sets. Specifically, we seek to understand if and how the participation in this program has fostered autonomy and self-directed learning among the peer consultants. The study examines multiple sources of data, collected iteratively over three semesters, including the results of a focus group, a survey, interviews, and media sources, such as videos and ePortfolios. Results suggest that the ePPC program fosters self-directed learning linked to ePortfolio use. The study sheds light on innovative ways to utilize ePortfolio peer mentoring in an extra-curricular capacity in order to cultivate self-directed, autonomous learners.
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