摘要：In addition to providing a useful repository for learning products, ePortfolios provide enhanced opportunities for the development of advanced learning skills. It can be argued, however, that ePortfolios are not being implemented effectively towards fulfilling this important function. This paper presents an investigation of an ePortfolio environment that scaffolded the learning of pre-service teachers. The environment was embedded within the PebblePad platform and utilised the Blog function to provide students with activities that were designed to enhance and support the skills and dispositions required to undertake action research. Prompts were provided to students to scaffold the completion of an action research project and provide additional activities that supported the enhancement of reflective thinking. The research study utilised an eLearning Lifecycle that provided a cyclic framework of review and implementation. The purpose of this model was to identify design principles for future iterations of ePortfolio-based learning environments. Findings suggest that the prompts and the ePortfolio environment were effective in scaffolding students reflective thinking. Additionally, design principles are suggested to ensure this research has both practical and theoretical significance for implementation in similar environments.
