IMPLEMENTING CLASSROOM EPORTFOLIOS 1

Implementing Classroom ePortfolios: What Works and What Doesn’t

Jeanie Gist

Lamar University
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Abstract

As classroom ePortfolios become increasingly popular in secondary education, it’s important to

look at previous ePortfolio implementation case studies to determine what methodologies and

models resulted in successful program roll-outs. ePortfolios have numerous benefits including

allowing students to reflect on their learning, enabling students to make connections in their

learning, and increased student self-awareness. Despite the benefits of utilizing classroom

ePortfolios at the high school level, some challenges exist. ePortfolio initiatives can fall short due

to lack of vision or purpose for the implementation, low teacher buy-in, poor ePortfolio platform

selection, insufficient training, or inadequate review and evaluation of the implementation. A

case study of a classroom ePortfolio initiative at Washington University demonstrates a

successful top-down approach to ePortfolio implementation that began with a grass roots

committee of faculty and staff who evaluated the needs of the institution and worked backwards

from those identified needs. A second case study was conducted at the Borough of Manhattan

Community College. This case study compared student engagement of two separate classes

taught by the same instructor. After poor student engagement of the ePortfolio implementation

during the fall semester class, the instructor surveyed students, reflected on the findings, and

modified the course design to significantly improve the overall student ePortfolio experience.

While these case studies occur at the post-secondary level, the findings are relevant and can be

helpful even at the high school level.

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Implementing Classroom ePortfolios: What Works and What Doesn’t

Education is changing. Educators everywhere are recognizing that the traditional model

of education, created 120 years ago during the industrial revolution, is no longer equipped to

address the needs of the youth of today (Horn & Evans, 2013). According to Michael Horn, co-

founder and executive director of education at the Clayton Christensen Institute, and Meg Evans,

a program associate of education at the Clayton Christensen Institute (2013), since most students

grew up to work in factories, this traditional standardized style of education worked well. Today,

the traditional model of sit-and-get education falls short as students are expected to learn higher

order knowledge and skills (Horn & Evans, 2013). The problem, according to Horn and Evans

(2013), is that students learn at different paces and come to class with different backgrounds and

experiences. A one-size-fits-all approach simply doesn’t tap into each student’s full potential

(Horn & Evans, 2013). The implementation of technology in education, however, allows

teachers to customize their learning environments to meet the needs of the students (Horn &

Evans, 2013). This idea is supported by Sal Khan, founder of Khan Academy (Adams, 2013).

Khan explains that the solution is to teach for mastery, not for test scores, and argues that

allowing students to master content at their own pace eliminates those gaps. (Adams, 2013)

ePortfolios

One way of revolutionizing education is to implement ePortfolios in the classroom

(Lorenzo & Ittelson, 2005). In a paper published on the Educause website, George Lorenzo and

John Ittelson (2005) define an ePortfolio as a, “digitized collection of artifacts including

demonstrations, resources, and accomplishments that represent an individual, group, or

institution.” Implementing ePortfolios in the classroom can transform the way students learn by
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encouraging students to reflect on and make connections in their learning (Nichols, 2015). Trent

Batson (2012), founder of the Association for Authentic, Experiential, and Evidence-Based

Learning, explains that ePortfolios, which are digital records of learner achievements, belong to

the learners, and because ePortfolios belong to the learners, they can update their ePortfolio at

any time. This ownership is important because it provides a sense of purpose and relevance to

the work students are asked to do; it answers the “why” (Batson, 2012). By helping students

understand that the assignments they complete throughout high school can help them in the

future, whether by getting into college or landing a job, we shift the student mindset from a

checklist mentality to one of student agency over their own learning (Batson, 2012).

ePortfolio Benefits

There are many aspects of ePortfolios that make them practical for students. Many

ePortfolio platforms are becoming increasingly user-friendly (Donaldson, 2012). In an article

published on the Educause website, Jonan Donaldson (2012) explains that ePortfolios have

become more popular over the previous few decades, and with Web 2.0 tools becoming less

complicated to use, the internet has converted passive consumers of facts into producers. Now,

with a few clicks of the mouse, a student who cannot even spell can create a website (Donaldson,

2012). Hundreds of offerings supply free internet hosting and website introduction tools

(Donaldson, 2012). These websites are perfect platforms for digital portfolios because they can

incorporate just about any type of digital content (Donaldson, 2012). Jennifer Rita Nichols

(2015) agrees and believes that students are growing up technologically savvy. They have an

incredible ability to play with technology and figure out how to manipulate it to meet their needs

(Nichols, 2015). Doubt tends to come more from hesitant educators than from students (Nichols,

2015). Fortunately, technology has developed in a way that tends to be extremely user-friendly,
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and any willing learner can analyze how to effectively create and maintain an ePortfolio

(Nichols, 2015). In addition to being easy to create, ePortfolios are easily organized and highly

customizable to fit specific student needs. ePortfolios allow students to organize and reorganize

as student specifications change throughout the years (Nichols, 2015). Additionally, while

traditional hard-copy notebooks are constantly being lost or forgotten at home, ePortfolios,

housed on the Web, are impossible to lose and are accessible from any mobile device (Nichols,

2015).

Another benefit of ePortfolios is that they allow for student reflection. On the Stanford

University Teaching Commons website, Megan O’Connor (2014) explains that the development

of an ePortfolio is one way to encourage reflection and metacognition. When combined with

strategic self-reflection, an ePortfolio becomes a powerful tool that extends far beyond a visual

resume to the ePortfolio (O’Connor, 2014). Allowing students to reflect on their work helps them

to make connections between what they learn in the classroom and real-world experiences; it

allows them to connect the dots (O’Connor, 2014)). Jonan Donaldson (2012) believes that

education built around ePortfolios not only links different artifacts generated by students into a

coherent whole, but also creates an environment in which the use of technology has a clearly

identified purpose.

In addition to being a platform for student learning and reflection, ePortfolios also serve

as a tool to showcase relevant artifacts, evidence of learning, and achievements (O’Connor,

2014). An ePortfolio is like the highlight reel of an athlete: it shows the best work of the athlete,

in contrast to a scorecard that simply represents it (O’Connor, 2014). Additionally, students are

becoming accustomed to creating ePortfolios much earlier in their academic careers (O’Connor,

2014). As organizations realize the importance of allowing students to demonstrate their

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evidence of learning, more colleges are looking to accept ePortfolios rather than traditional

placement scores (Alderson, 2016). This shift from check-list mentality to viewing the ePortfolio

as a useful tool empowers the student (Alderson, 2016).

ePortfolio Challenges

Despite the wide range of benefits that ePortfolios offer, the long-term implementation of

ePortfolios is not without its challenges (Beishuizen et al., 2006). One of the most critical aspects

of successful implementation of ePortfolios is having a clear vision as to the purpose behind the

implementation and then planning around that vision (Liang-Vergara & Gallagher, 2017).

Unfortunately, many schools jump on board the technology bandwagon without giving much

thought as to why or even how the technology should be utilized. It’s exciting to see the

enthusiasm regarding the potential of technology in the classroom (Liang-Vergara & Gallagher,

2017). But schools need to take a step back in that excitement and think strategically about why

they are introducing a specific technology (Liang-Vergara & Gallagher, 2017). What is the

problem schools are trying to solve? What needs do they attempt to address? And how does

technology help to address those needs? Liang-Vergara and Gallagher (2017) explain that any

school or teacher who implements technology without a clear vision as to why, is doomed to fail.

Another barrier to the successful implementation of ePortfolios to the classroom is buy-

in, both by the teacher and by the student (Deyamport, 2016). This lack of buy-in usually stems

from an absence of purpose behind the ePortfolio (Liang-Vergara & Gallagher, 2017). Simon

Sinek (2009), ex-advertising executive and author, believes that it’s important to start with the

“why” behind any project or implementation. Sinek believes, “People don’t buy what you do,

they buy why you do it” (Sinek, 2009). Without a clear sense of “why”, teachers are less likely to

fully embrace any kind of implementation or strategy (Sinek, 2018). Successful

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implementation of ePortfolios depends upon acceptance and buy-in by its end users (Posey, et

al., 2015). It has been demonstrated that perceived usefulness, ease of use and quality of service

have a significant impact on user attitudes and satisfaction with ePortfolios (Posey, et al., 2015)

This lack of purpose then trickles down to the students (Opelt, 2018). If the teacher has no clear

vision behind the implementation of ePortfolios, then the student has no clear vision and views

the ePortfolios as just another assignment (Raths, 2014).

Another reason teachers may not buy-in to the implementation of ePortfolios is that they

don’t feel confident about how to integrate ePortfolios into the classroom (Beerer, 2018).

Frequently, there is little or no training when it comes to implementing ePortfolios and the

teacher is left to figure out the ePortfolio platform on their own (Beerer, 2018). In a study by

Urszula Coffey and Kevin Ashford-Rowe at an Australian university, it was found that 70% of

the university’s instructors expressed concern about availability of support and training when

implementing ePortfolios, and 57% expressed concern about staff computer literacy (Coffey &

Ashford-Rowe, 2014).

Case Studies

The implementation of ePortfolios at the institutional level is growing (Batson, 2012).

Typical campus ePortfolio implementations have shifted from scattered individual and program

pilots to large-scale program rollouts (Batson, 2012). The institutional implementation of an

ePortfolio is a complex process requiring careful planning (Posey, et al., 2015). Before

an institution-wide implementation, the institution should define its objective or purpose for

using ePortfolios (Posey et al, 2015).

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Washington University

There are numerous examples of dynamic and effective uses of ePortfolios at the course

and program levels, often instituted by instructors who recognize the value of the ePortfolio as a

student-centered teaching tool (Lorenzo & Ittelson, 2005). A group of faculty, administrators,

and staff at George Washington University came together to form a committee to consider how

their separate ePortfolio initiatives and might be woven together into an institution-wide

implementation (Posey, et al., 2015). Small groups of faculty and staff were using various

ePortfolio platforms, and each group had encountered various challenges (Posey, et al., 2015).

In response to appeals from these groups for a better ePortfolio platform, Washington

University’s Teaching and Learning Center (TLC) reached out to other departments across the

university to identify other groups that might need a new ePortfolio solution, as well as to groups

that might be interested in implementing ePortfolios in the future (Posey, et al., 2015). The TLC

invited interested faculty and staff to serve on a university committee aimed at addressing the

very diverse ePortfolio needs of the university's administrative and academic groups (Posey, et

al., 2015). The committee met several times to discuss the needs and challenges faced by

individuals when implementing ePortfolios in order to achieve its goal (Posey, et al., 2015). The

committee developed a five-phase process, which included conducting a needs analysis,

selecting an ePortfolio platform, platform usability testing, pilot testing, and evaluation (Posey,

et al., 2015). The needs analysis, phase one, conducted by the committee allowed the group to

define a clear purpose for the ePortfolio implementation (Posey, et al., 2015). After the

ePortfolio needs were identified, the committee initiated the second phase by researching various

ePortfolio platforms, eventually selecting a platform that sufficiently met the needs of the

committee (Posey, et al., 2015). Phase three of the process focused on testing the usability of
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three ePortfolio platforms to determine which platform best fit the needs of the university

(Posey, et al., 2015). After the committee selected the best ePortfolio platform to suit the needs

of the university, a one-year pilot test, phase four, of the ePortfolio program was implemented

(Posey, et al., 2015). The fifth phase of the program, evaluation of the ePorfolio program,

included staff and student surveys, interviews, analysis of the survey results, and

recommendations for university leadership (Posey, et al, 2015). The thorough planning of the

Washington University ePortfolio program can be compared to the success of the eSkwela

Project in the Philippines which implemented community-based E-learning centers for out-of-

school youth and adults (UNESCO, 2009). The eSkwela Project, a top-down community-wide

initiative, began with thorough planning and over-communication, which continued throughout

the implementation (UNESCO, 2009).

Borough of Manhattan Community College

A case study comparing two ePortfolio projects in career planning classes at the Borough

of Manhattan Community College was conducted in 2012 and 2013 (Wang, 2014). The data

revealed significant differences between the two classes regarding student motivation to use the

ePortfolio, project outcomes, and interest in continuing the ePortfolio on their own (Wang,

2014). “In the fall class, 42% of the students were dissatisfied with the project, and 74% did not

want to continue the ePortfolio after the semester ended (Wang, 2014). However, in summer

class, 95% of the students were satisfied with the project and wanted to continue the ePortfolio

on their own” (Wang, 2014). During the fall 2012 semester class, which consisted of 32 students,

the instructor received only three emails from students regarding technical issues (Wang, 2014).

Only two of the 32 students met for consultations with the instructor regarding interest in the

ePortfolio (Wang, 2014). By the end of the fall semester, 90% of the students had dropped the
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ePortfolio project entirely (Wang, 2014). Nineteen of the 32 students volunteered to complete a

survey regarding the ePortfolio program; the survey findings concluded that with regards to the

ePortfolio program, students lacked motivation, had privacy concerns, experienced technical

difficulties with the ePortfolio platform, were unsure about what to include, and lacked time

(Wang, 2014). As only 79% of the fall students were interested in continuing their ePortfolio

projects after the class ended, the instructor concluded that the failure of the fall implementation

was due to incomplete course design and insufficient lab hours, and inadequate technical support

(Wang, 2014). After reflecting on the course design, the instructor suggested improvements in

six different areas of the course; these improvements included: improved student engagement

strategies, class time to work on ePortfolios, and additional technical support (Wang, 2014). The

instructor also concluded that previous experience in ePortfolio implementation was a critical

factor in the success or failure of ePortfolio initiatives (Wang, 2014). A second study was

conducted in the summer of 2013 (Wang, 2014). The class consisted of 17 students, and course

design improvements were made in areas that would increase student engagement, such as peer

feedback, providing a rubric, and grading the ePortfolio project (Wang, 2014). In addition, the

instructor shared the purpose of the ePortfolio to the class from the very first classroom session

(Wang, 2014). Other course improvements included additional class time to work on ePortfolios,

custom-made instructional ePortfolio manuals, and technical support provided by ePortfolio

platform consultants (Wang, 2014). Students were once again surveyed after the class ended;

95% stated they wanted to continue their ePortfolios after the class was over, and 100% of the

students said the ePortfolio helped to increase their self-understanding (Wang, 2014). The

instructor of the two classes concluded that implementing ePortfolios in the classroom requires

well-thought-out design, a communicated purpose, motivational strategies, sufficient class time

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to work on the ePortfolio, and technical support (Wang, 2014). This case study demonstrates the

necessity for a clear vision and thorough planning to successfully implement ePortfolios into the

classroom.

Gaps in the Literature

While ePortfolios are widely used in post-secondary settings, currently the

implementation of ePortfolios at the high school level is less common. Because ePortfolio

initiatives at the high school level are infrequent, case studies demonstrating successes and

failures are scant. In a list of ePortfolio cases studies provided by the J. Elizabeth Clark, only 2

out of 76 case studies was conducted at the high school level (Clark, n.d.). While the gap in the

literature is evident, case studies demonstrating various technology implementations at

secondary institutions abound. Research shows that, regardless of the technology itself, or the

level at which it is introduced, clear patterns of successful versus unsuccessful implementations

emerge. Case studies demonstrating the importance of initiating a variety of technical roll-outs

with a clear and communicated vision flood the Internet. While research investigating ePortfolio

programs at the high school level are scarce, it is safe to assume that general trends seen at the

post-secondary level, and common patterns seen with other technology implementations will be

similar for ePortfolio implementations at the secondary level.

Future Research

It is clear that additional research in implementing ePortfolios at the high school level is

necessary. In addition to SAT scores and high school transcripts, many universities are now

considering student ePortfolios as part of their admissions process (Portfolium, 2017). Adam

Metcalf and Juan Jaysingh, co-founders of ZeeMee, a “free app that provides a way for students
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to create a positive online identity to share with colleges,” claim ZeeMee is being utilized in

more than 10,000 high schools in 100 countries and has partnered with over 200 colleges and

universities that plan to embed ZeeMee into their college applications (Korbey, 2016). Jaysingh

believes that ePortfolios help level the playing field for students by allowing college admissions

officers to get a more thorough understanding of an applicant instead of through an SAT score

(Korbey, 2016). Additionally, for high school students who go straight from high school to the

work force, ePortfolios can provide additional depth that can’t be put on a resume (McKay &

Watty, 2016). In a global study, it was found that all employers saw the potential of ePortfolios

in the recruitment process by offering a better feel for the person, bringing the applicant to life,

and providing better insight into the applicant’s attitudes and experience, and overall insight into

the applicant’s capabilities and employability (McKay & Watty, 2016).

With more universities and employers turning to ePortfolios to help them in their

decision-making processes, it’s imperative that additional research demonstrating secondary-

level ePortfolio initiative successes and failures be conducted. Questions to be answered in this

research should include: Do top-down models of implementation work better than bottom-up

models? What ePortfolio platforms at the high school level? How do we utilize ePortfolios to

align with state standards and requirements? And how do we create teacher and student buy-in?

As more secondary level case studies are conducted, the easier future classroom ePortfolio

initiatives will become.

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