Abstract:

This paper will discuss and demonstrate a new model of ePortfolio use at Bronx Community College of the City University of New York: course-based reflective learning. In an upper-level elective on the History of Latin America, student-centered strategies are integrating ePortfolios into a technology-rich teaching environment. By creating a course-specific ePortfolio and deciding how best to present the material they generate, students become actively involved in the structuring and creation of course content and take responsibility for its organization. In addition, reflection assignments open a pedagogical conduit to a deeper understanding of that content while helping guide the development of the ePortfolio itself. The ability to collect and arrange their work has afforded students opportunities to become witnesses to their own progress, and led them to become more self-reflective learners. The resulting self-confidence has in turn been reflected in the student’s use of ePortfolio web sites to showcase their work and achievements to the world beyond the institution as they seek internships, employment, and transfers to four-year programs.

Keywords:

ePortfolios, reflective learning, eLearning, transfer, employment.