Research Output
Using ePortfolios in Higher Education to Encourage Learner Reflection and Support Personalised Learning
  Personalisation, with its emphasis on learner choice and lifelong learning, challenges educators to provide an innovative, student-centric educational experience. New technologies have great potential to support personalisation; however, institutions must review their approaches to assessment and feedback and their strategies to learning and teaching as well as increasing opportunities for collaborative learning and extending their external partnerships. This is a significant agenda for any institution. In this chapter, through the authors’ four case studies drawn from different subject areas in a higher educational institution, they illustrate how ePortfolios when integrated into the curriculum and combined with reflection can support personalised learning. The authors’ also discuss the challenges of such an approach including lack of learner engagement with the reflective process, an increase in tutor time, restricted learner access to technology and the need for dynamic ePersonalisation. They offer suggestions for educators in addressing such issues in order to provide a truly personalised learning experience.

  • Date:

    30 November 2009

  • Publication Status:


  • Publisher

    IGI Global

  • DOI:


  • Library of Congress:

    LB2300 Higher Education

  • Dewey Decimal Classification:

    378 Higher education

  • Funders:

    Historic Funder (pre-Worktribe)


Peacock, S., Morss, K., Scott, A., Hislop, J., Irvine, L., Murray, S., & Girdler, S. T. (2009). Using ePortfolios in Higher Education to Encourage Learner Reflection and Support Personalised Learning. In J. O'Donoghue (Ed.), Technology-Supported Environments for Personalized Learning, 185-211. IGI Global.



Personalisation, learner choice, lifelong learning, student-centric educational experience, assessment, feedback,

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