A tale of two faculties: Exploring student experiences of e-portfolio implementation as a vehicle of reflective learning at Stellenbosch University

Abstract

This paper explores two cases within the Faculty of Education and Faculty of Economic and Management Sciences at Stellenbosch University with the aim of highlighting the opportunities and challenges associated with e-portfolio implementation. The two cases represent a pilot group of postgraduate education students and a first-year industrial psychology student cohort. While differing in the selection of platform and training and support provided, in both cases e-portfolios were implemented to enhance student reflective practices and an application of knowledge and skills. By adopting a qualitative approach, data were collected by means of two focus group interviews with students in the Faculty of Education and open- ended questions with students in the Faculty of Economic and Management Sciences. The findings suggest that the choice of platform, the establishment of an online community of practice and the derived value students place on the use of e-portfolios should be considered during e-portfolio implementation. Despite the value in demonstrating learning and to showcase achievements and skills development, it is clear that role players should pay attention and develop a deeper understanding to underlying aspects within the South African context that contribute to the successful implementation of such initiatives.