Harnessing E-Portfolio Creation for Exam Success, Student Engagement, and Satisfaction

Incorporating e-portfolio creation into the educational process can result in substantial gains for students. Yet the literature has presented limited empirical evidence on how to implement e-portfolio creation in classrooms. In this mixed-methods study conducted at a public Japanese university, the performance and participation of 17 students in an online Moodle course where e-portfolio creation was the central learning activity were observed and evaluated. The course adopted a new instructional design model (the CLEAR model) that promotes a constructivist, creation-based learning approach. Students were required to create their own e-portfolio using Mahara, discuss peers’ e-portfolios, and post written self-reflections on Moodle forums. As a pre-test–post-test intervention, the course significantly increased students’ exam scores on the same test, engaged them intensively online and offline without instructor supervision, and was rated as a positive and satisfying learning experience by participants. Practical implications, limitations, and future research directions are discussed in closing.