Abstract
Electronic portfolios (EP) are an academic version of online social media (e.g., Facebook) that archive student work and support integrated learning. Despite limited theory, advocates believe EP enhances the reflective process. Thirty-six students in introductory psychology at Pace University were invited to create EP and complete optional EP assignments: a personality assessment; an appraisal of a group learning project; and a review of a guest lecture on addiction. Reaction to EP was mixed. Twenty-five out of 36 students created an EP and 15 out of 25 earned extra credit. Some higher-level reflection was observed. Results are discussed and a few ideas for future use are suggested.
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