This paper reports on a phenomenographic study about the different ways that undergraduate law students understood and conceptualised the idea of e-portfolios as used on their programme. The aim of the study was to investigate variations in conceptions of e-portfolios, including their purpose, benefits and problems as experienced by students. The study sought to contribute to the growing collection of literature relating to technology-enhanced learning, which recognises the critical role of students in designing curriculum and in particular the need to engage students in using innovative methods of teaching. The findings include three conceptions of an e-portfolio held by students: as a self-improvement gauge; as a learner-centred depository; as a showcase of reflections. The study offers some suggestions for improving students’ engagement with the e-portfolio as a method of assessment in higher education.
|Number of pages||16|
|Journal||Practitioner Research in Higher Education|
|Publication status||Published - 1 Jun 2012|