PEARL
About the Research
Though this may not be a comprehensive database, it reasonably represents the landscape of literature available to the typical practitioner or researcher.
The keyword search below or our advanced search will give you access to a database of ePortfolio literature, which includes the peer-reviewed articles we have been able to locate and access online, through our institutional library searches, and via open-access journals. Though this may not be a comprehensive database, it reasonably represents the landscape of literature available to the typical practitioner or researcher.
- We included only refereed journal articles, as our purpose has been to locate and compile evidence that has been formally reviewed by experts in the field. Thus, no books, conference presentations, white papers, etc., can be found on this site.
- If you find that we are missing a peer-reviewed article, kindly recommend publications through our Collaborate page.
Research Categories
When we initially organized this database, we developed several categories that emerged within the ePortfolio literature. These categories have grown as the database 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 keywords in the search box above.
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.
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.
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.
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.
All articles categorized as EMPIRICAL, Assessment and Evaluation
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.
Research Categories
When we initially organized this database, we developed several categories that emerged within the ePortfolio literature. These categories have grown as the database expanded.
DescriptiveDescriptiveAn 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.
TechnologicalTechnologicalPresents 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: AffectiveEmpirical: AffectivePresents 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: Assessment and EvaluationEmpirical: Assessment and EvaluationPresents 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.
Empirical: OutcomesEmpirical: OutcomesPresents 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.
Notes
If a study addresses both Empirical, Affective and Empirical, Outcomes research questions, the article is categorized as Empirical, Outcomes. This is a researcher-imposed hierarchy within the coding scheme.
Read about the 2013 journal article that prompted our design of this website, which explains how we developed the research categories from the original (smaller) sample: Bryant, L. H., & Chittum, J. R. (2013). ePortfolio effectiveness: A(n ill-fated) search for empirical support. International Journal of ePortfolio, 3(2), 189-198. Retrieved from http://www.theijep.com/pdf/IJEP108.pdf