Compared with non-ePortfolio peers, students in courses requiring ePortfolios were generally more engaged, earned higher grades, and were more likely to complete and persist, per the 26-institution project evidence¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Evidence from the 26-institution national project led by Eynon and Gambino, as summarized by Kuh, showed that students taking courses requiring ePortfolios were generally more engaged in educationally purposeful activities, earned higher grades, and were more likely to complete courses and persist than counterparts who did not use ePortfolios. → kuh-foreword

Evidence¶

kuh-foreword¶

Kahn, S., Freeman, T., & Powell, A. A. (2021, November). IUPUI's HIP taxonomy for ePortfolio: A tool for development, implementation, and scaling (Occasional Paper No. 57). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://eric.ed.gov/?id=ED619086

q2 · i? · design · r2

Second-hand summary: the paper quotes Kuh's foreword to Eynon and Gambino's book, which reports findings from a 26-institution national project. The review attributes the comparison to that project and hedges it with "generally"; no effect sizes are printed, and the underlying study is not described in detail here.

"compared with their counterparts who did not use ePortfolios, students taking courses requiring ePortfolios were generally more engaged in educationally purposeful activities, earned higher grades, and were more likely to complete courses and persist."

Studies bearing on this claim¶

Does building a portfolio in a course raise learners' engagement, achievement and persistence? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 2 distinct studies (1 design, 1 causal), q1–q3, 1 of 2 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Students in ePortfolio-based Personal Development Plan sections had significantly higher first-year GPAs and retention than non-ePDP peers, but gains were not sustained without intensive professional development — a narrower finding that bears on this claim
• ePortfolio produced more powerful outcomes when faculty and staff received extended intensive professional development than brief training or none — related
• Philanthropic Studies case: ePortfolio moved from a capstone-only final project to full curricular integration across four required courses over a decade — a narrower finding that bears on this claim
• Public capstone ePortfolio showcases gave students an authentic audience and renewed energy and focus for integrative work — related