Beyond the Technical

Uncovering Student Perceptions of the E-portfolio Experience

Abstract

E-portfolios are widely used in higher education to promote student reflection and document learning achievements. This study explores how e-portfolios impact digital fluency and self-reflection among 67 students at a large public university in Morocco, comprising 42 undergraduates from a Bachelor of Applied Foreign Language Studies and 25 graduate students enrolled in an Educational Technology course within a Master’s program in Teaching English as a Foreign Language (TEFL). The primary data source consisted of written student reflections as a section in their e-portfolios and collected at the end of the semester. Employing a qualitative descriptive design, the study used content and thematic analysis guided by constructivist and self-regulation theories to investigate how e-portfolio engagement supports reflective practice and skill development. The analysis revealed key themes including self-assessment, skill enhancement, and career readiness. While both groups valued reflective activities, graduate students more explicitly linked e-portfolio use to professional identity formation and future career planning, whereas undergraduates focused on immediate learning gains and skill acquisition. These findings highlight the diverse developmental priorities and goals across academic levels. The study emphasizes the importance of customizing e-portfolio practices to meet the specific needs and aspirations of different student populations, enhancing both educational relevance and effectiveness. This research contributes valuable insights into digital literacy and reflective practice within higher education contexts.