摘要：Instructors often use ePortfolios to facilitate deeper learning by providing an outlet for reflection,analysis, integrative thinking, and transfer of learning (Buyarski et al., 2015; Reynolds & Patton, 2014).In line with these objectives, I sought out to deepen learning and motivation on a required, semesterlongassignment in an introductory educational psychology course for preservice teachers that is linkedto a practicum experience. The original assignment was a template in Microsoft Word in which studentsincluded a summary of each major theory learned in class, provided a teaching example, and wrote areflection about each topic. The new assignment is titled the Theory-to-Practice (T2P) ePortfolio, giventhat the focus of the assignment was to serve as a venue through which students developed anunderstanding of how the theories they learned in class connected meaningfully to teaching andinfluenced their teaching philosophy. Thus, the assignment served as a portfolio of this development.Independent samples t tests revealed that students’ perceptions of usefulness in the course weresignificantly higher in the intervention groups and that ePortfolio assignment grades were significantlyhigher in the intervention groups. The assignment rubrics included dimensions from AAC&U VALUErubrics measuring integrative learning, critical thinking, analysis, and written communication. Thechange in assignment format was positively associated with deeper learning on the assignment andperceived value in the larger course experience.
