Figure 1
Inclusion criteria.
Figure 2
The search strings.
Figure 3
PRISMA flow diagram.
Table 1
Bibliometric information of the chosen papers.
| AUTHOR/DATE | PARTICIPANTS | PUBLISHER | TYPE | INDEX INFO |
|---|---|---|---|---|
| Devarajoo, 2020 | Students and teachers | International Journal of Social Science And Human Research | Journal article | Crossref, Google Scholar |
| Hendrith et al., 2020 | Students | Association for the Advancement of Computing in Education (AACE) | Ebook | NA |
| Abuzaid et al., 2021 | Students | International Journal of Current Research and Review | Journal article | Scopus |
| Domene-Martos et al., 2021 | Students | International Journal of Environmental Research and Public Health | Journal article | Scopus, Science Citation Index Expanded (SCIE), Social Science Citation Index (SSCI) |
| Ismailov & Laurier, 2021 | Students | E-Learning and Digital Media | Journal article | Scopus |
| Miyoshi et al., 2021 | Higher education institutions | Yonago Acta Medica | Journal article | Scopus, Science Citation Index Expanded (SCIE) |
| Modise, 2021 | Students | Journal of Learning for Development | Journal article | Scopus |
| Mudau, 2022 | Teachers | International Journal of Educational Methodology | Journal article | Scopus |
| Tucker et al., 2021 | Students | ASEE Annual Conference and Exposition, Conference Proceedings | Conference Proceedings | Scopus |
| Mudau & Modise, 2022 | Students | Journal of Information Technology Education: Research | Journal article | Scopus |
| Rodriguez et al., 2022 | Students | Frontiers in Psychology | Journal article | Scopus, Social Science Citation Index (SSCI) |
| Viscarret et al., 2022 | Students | Research in Education and Learning Innovation Archives (REALIA) | Journal article | Emerging Sources Citation Index (ESCI) |
Figure 4
Country contexts of the selected publications.
Figure 5
The methodology applied in the selected papers.
Figure 6
Cluster diagram of the underpinning themes of the papers.
Table 2
Synthesised suggestions for e-portfolio implementation.
| REVIEWED PAPERS | SYNTHESIZED SUGGESTIONS OFFERED IN THE PAPERS |
|---|---|
| Ismailov& Laurier, 2021; Miyoshi et al., 2021; Modise, 2021; Mudau & Modise, 2022; Rodriguez et al., 2022; | Teachers should facilitate the collaboration among the participants, including students, teachers, learning community or teams, etc. |
| Miyoshi et al., 2021; Modise, 2021; Mudau & Modise, 2022; Viscarret et al., 2022 | Teachers should enable and facilitate students’ reflection, particularly their self-reflection by setting guidelines and rubrics, offering guidance and ongoing support for students, and strengthening their higher-order thinking and critical reflection skills. |
| Ismailov & Laurier, 2021; Mudau & Modise, 2022; Rodriguez et al., 2022; Viscarret et al., 2022 | Teachers should motivate learners by encouraging them, addressing positive aspects, engaging students using various platforms (WhatsApp, email, and discussion forums), and using different approaches for teaching and learning. |
| Miyoshi etal., 2021; Modise, 2021; Viscarret et al., 2022 | Teachers can use examples and templates with detailed descriptions to scaffold during the e-portfolio-making process. |
| Ismailov & Laurier, 2021; Modise, 2021; Viscarret et al., 2022 | Teachers should set clear guidelines and rubrics, and explicitly explain them to students during orientation, support sessions, etc. |
| Abuzaid et al., 2021; Modise, 2021; Viscarret et al., 2022 | Students should be given constant technical support and proper training on e-portfolio use, and troubleshooting skills. |
| Modise, 2021; Viscarret et al., 2022 | Teachers or practicum supervisors should allow students autonomy and flexibility in the usage of e-portfolios by encouraging them to take ownership and pick the e-portfolio platforms they wish to use, leaving “space” for students, and providing accompaniment. |
| Miyoshi et al., 2021; Modise, 2021 | A well-designed e-portfolio should be built, and it will serve as a foundation to support learning activities and enhance learning. |
| Modise, 2021; Viscarret et al., 2022 | Constant and constructive feedback should be given to learners along their learning journey with e-portfolios. |
| Mudau & Modise, 2022 | Emphasize the e-portfolios’ role as learning evidence, and purposefully compile multimodal artefacts, including discussion forum participation, podcasts, social media posts, and other multimedia content (texts, visuals, audio), etc. |
| Viscarret et al., 2022 | Encourage the integration of e-portfolios across many disciplines and involve all faculty in order to assist student development. |