Abstract: The study investigated students’ perceptions and attitudes toward the use of ePortfolios for reflective practice as a learning and teaching strategy. A mixed‐method approach was applied to the study in a first‐year food science unit, at a regional Australian university. Data were generated via 3 sources, in order to provide the evidential basis for the investigation, including: a mixed method survey, access to student's exam results, and students’ ePortfolio reflections. The findings identified 3 key positive aspects. First, a variety of assessment methods was key to enhancing the overall learning of 1st‐year food science students. Second, ePortfolio reflective writing can be a key aspect for improved student engagement. Finally, structured ePortfolio sessions can help food science students consolidate knowledge, while also allowing them to encounter new ideas related to food science theory and develop technical knowledge. However, technological issues with using an ePortoflio can cloud the value of the reflective task for some students. Recommendations are made for how to better support and implement reflective practice using ePortfolios to enhance the learning of food science students.
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