Handbook of Research on ePortfolios

Citation

Fourie, I. (2007), "Handbook of Research on ePortfolios", Online Information Review, Vol. 31 No. 1, pp. 94-95. https://doi.org/10.1108/14684520710731083

Although printed and electronic portfolios have drawn wide interest over the last decade, the technology is gaining importance in its potential in electronic learning environments. Since this applies to higher as well as other educational sectors and eventually also to the workplace, Handbook of Research on ePortfolios is a very timely publication. It is certainly the most comprehensive, best‐structured “research treasure” on the topic of e‐portfiolios that I can imagine.

Handbook of Research on ePortfolios addresses all the major aspects from concepts and issues to implementation, shortcomings, strengths and experiences. Having read through the substantial text, there is really nothing I could see that was lacking. My greatest frustration was the fact that, while reading the book for this review, I did not have time to make an in‐depth study of the different contributions. Personally I cannot wait to start exploiting eportfolios in my own courses. I have known about the concept for some years, and have experience in printed portfolios. Handbook of Research on ePortfolios is, however, the first comprehensive publication on electronic portfolios and the supporting research literature.

Over 100 experts with extensive experience of portfolios contributed to the publication. The wide variety of topics covered include career eportfolios; challenges of implementing successful eportfolio systems; development issues; eportfolios as spaces for collaboration; eportfolios for knowledge and learning; eportfolios for teacher education; health professional educators; the implementation of eportfolios and the elements of successful implementation; opportunities, challenges and future prospects; professional development; using eportfolios for peer assessment and the use of Web‐based portfolios in UK schools. These topics are addressed in two sections. Section 1, containing 22 chapters, addresses the concepts of eportfolios and the links to thinking and technology. It focuses on the conceptual aspects of electronic portfolio systems and how these can enhance teaching and learning. Section 2, 29 chapters, contains eportfolio case studies covering a wide variety of applications and contexts.

Apart from a brief table of contents listing chapter titles and giving the reader an overview at a glance, there is a detailed table of contents with a short abstract/summary for each chapter. Another valuable feature of the book is the list of more than 370 detailed definitions spread among the different chapters. The only disappointing aspect of the book is the index. A 13‐page index with no cross references is really not doing any justice to such an excellent 595 page publication.

Handbook of Research on ePortfolios is highly recommended. It belongs on the shelves of all academic libraries. It also belongs as a reference work in all teaching departments in education, and on the book shelves of serious researchers in educational practices and assessment. For individual use, the publication might, however, be a bit expensive at US$195. It certainly must be recommended literature for education students, where Handbook of Research on ePortfolios can serve as inspiration and a mechanism to help educators establish critical benchmarks.