THE RESEARCH CATEGORIES
When we initially organized this database, we developed several categories that ePortfolio literature consistently fell into. These categories have grown as the database has expanded, including our more recent inclusion of a third “empirical” category–Empirical, Assessment and Evaluation–which initially emerged from the data in 2013. Feel free to link directly to all articles in each category via one of the category titles below, or simply include them as search terms in the search bar at the bottom of the page.
DESCRIPTIVE: An argument for the use of ePortfolio, often citing learning theory: (a) may present data from other findings but does not present original data; (b) may present an example of ePortfolio in use for a specific program or course but these examples are descriptive and do not present data. Overall, no original data are presented and analyzed using appropriate research methods.
TECHNOLOGICAL: Presents data and models on the structure and usability of ePortfolio platforms, or provides description of a platform. Both empirical investigations and descriptive papers are included in this category, although they are primarily descriptive.
EMPIRICAL, AFFECTIVE: Presents original data, quantitative and/or qualitative, addressing the students’ or teachers’ feelings and opinions about ePortfolio. These studies do not examine the impact of ePortfolio on student outcomes.
EMPIRICAL, OUTCOMES: Presents original data, qualitative and/or quantitative, on student outcomes. “Outcomes” can include learning/achievement as well as other measured constructs (e.g., motivation, reflective practice, self-regulation). This category also includes research on evidence-based pedagogical practices focused on improving the efficacy of ePortfolio.
EMPIRICAL, ASSESSMENT AND EVALUATION: Presents original data, qualitative and/or quantitative, on assessing ePortfolios (e.g., a rubric for assessing students’ ePortfolios) or some other assessment or evaluation (e.g., evaluation of program capability to implement ePortfolio, needs assessments) that does not focus on investigating effects on student outcomes or perceptions about ePortfolios. This category primarily includes empirical tests of measurement tools and rubrics.