Singer-Freeman, K., & Bastone, L. (2017). Changing Their Mindsets: ePortfolios Encourage Application of Concepts to the Self. International Journal of EPortfolio, 7(2), 151–160. http://theijep.com/pdf/IJEP262.pdf

Galván-Fernández, C., Rubio-Hurtado, M. J., Martínez-Olmo, F., & Rodríguez-Illera, J. L. (2017). Can the integration of a PLE in an e-portfolio platform improve generic competences? Journal of New Approaches in Educational Research, 6(2), 112–118. https://doi.org/10.7821/naer.2017.7.230

Jones, B., & Leverenz, C. (2017). Building Personal Brands with Digital Storytelling ePortfolios. International Journal of EPortfolio, 7(1), 67–91. http://www.theijep.com/pdf/IJEP237.pdf

Fuller, K. (2017). Beyond Reflection: Using ePortfolios for Formative Assessment to Improve Student Engagement in Non-Majors Introductory Science. The American Biology Teacher, 79(6), 442–449. https://doi.org/https://doi.org/10.1525/abt.2017.79.6.442

Nielsen, K., Pedersen, B. D., & Helms, N. H. (2015). Becoming conscious of learning and nursing in clinical settings. International Journal for Recording Achievement, Planning and Portfolios, 1(1), 11–19. http://www.recordingachievement.ac.uk/index.php/news-and-events/publications/rapport-sample/item/625-issue-1.html

Deneen, C. C., Brown, G. T. L., & Charles, D. (2017). Students’ conceptions of eportfolios as assessment and technology. Innovations in Education and Teaching International, 55(4), 487–496. https://doi.org/https://doi.org/10.1080/14703297.2017.1281752

Refaei, B., & Benander, R. (2016). How Authors and Readers of ePortfolios Make Collaborative Meaning. International Journal of EPortfolio, 6(2), 71–84. http://www.theijep.com/pdf/IJEP244.pdf

Morales, L., Tarkovska, V., & Soler-Dominguez, A. (2016). Self-regulated learning and the role of ePortfolios in business studies. Education and Information Technologies, 21(6), 1733–1751. https://doi.org/10.1007/s10639-015-9415-3

Chang, C.-C., Shu, K.-M., Tseng, J.-S., Lin, C.-Y., & Liang, C. (2016). Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system. Interactive Learning Environments, 24(7), 1647–1664. https://doi.org/10.1080/10494820.2015.1041403

Abdullah, F., Ward, R., & Ahmed, E. (2016). Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios. Computers in Human Behavior, 63, 75–90. https://doi.org/10.1016/j.chb.2016.05.014