Making meaning with e-portfolios: A qualitative and comparative exploration of students’ reflections.

Abstract

E-portfolios are ubiquitously utilised in higher education as tools to enhance student reflection and showcase learning. This study investigates how undergraduate and graduate students perceive the impact of e-portfolios on their reflective practice and how these perceptions relate to their future educational and professional goals. Through qualitative content analysis of students’ reflections, key 
themes identified, including the significance of self-assessment, skill development, and career readiness. The findings indicate that while both groups value the reflective aspects of e-portfolios, graduate students connect these activities more explicitly to their professional identities and career trajectories, whereas undergraduate students tend to focus on immediate learning outcomes and skill acquisition. These insights underscore the necessity for tailored e-portfolio implementation strategies that address the distinct needs and aspirations of different student populations.