摘要：This article is based on a research project that examines ePortfolio assignments from a third-year Arts and Science core course (ASCI 3000) offered at the University of Guelph in the Fall of 2010. The students in this course used ePortfolio extensively throughout the course. As part of their final assignment, students were also asked to reflect on the use of the ePortfolio tool by means of a series of five reflective questions. The fact that each student filled out the question form and put it into their ePortfolio as an artifact enabled us to understand in more detail and at a deeper level how students in this course experienced using the ePortfolio. We also engaged in our own reflective process and used a reflection scale similar to the one used to grade the student reflections. We demonstrate that it is not just students who need to engage in their own reflective practices: teachers and teaching support staff benefit from engaging in reflection as they design, assess, and respond to students' reflections.
