This paper reports on a doctoral research project which examines the nature of the learning experience of
using an eportfolio and whether it enhances the development of critical thinking among online distance
learners. It aims to interrogate the process of the development of critical thinking rather than the product.
The project adopts a case study approach, following 24 online distance learners over the course of one
academic year in a Dublin based third level institution.
The research question for the study is: How can eportfolios enhance the nature of the learning experience
and the development of critical thinking among online distance learners? This study is using an exploratory
holistic single-case design where the “object of the study” is the of the learner experience of using an
eportfolio and the process of developing critical thinking are investigated.
The participants are intermediate online distance sociology learners studying a module called Soc3A- Power,
Social Order, Crime, Work and Employment as part of the BA (Hons) in Humanities which is a modular
humanities programme whereby learners can study a combination of history, sociology, literature,
psychology and philosophy. Participants have used their eportfolios to create a critical commentary of their
learning and completed five eportfolio entries over the course of one academic year at key points in their
learning journey. Eportfolio entries follow a prescribed structured template of critical questions intended to
encourage reflection about their learning.
Within this case study 37 interviews were conducted for an in-depth exploration of the learner experience of
using an eportfolio and the development of criticality. The participants were interviewed with their
eportfolios, written, visual and physical artefacts from the participant’s eportfolios were used as stimulus
during the interviews using the technique of “photo elicitation”
