ABSTRACT
In this chapter, the authors explore how integrated high-impact ePortfolio practices in Writers’ Studio accelerated online courses. They illustrate how our ePortfolios’ scaffolded, social, and active reflections promote inquiry-driven, community-based, learner-centered approaches to teaching and learning writing. Writers’ Studio curriculum recursively employs the design principles of Inquiry, Reflection, and Integration, outlined in Eynon and Gambino’s High-Impact ePortfolio Practice, to help students achieve the Council of Writing Program Administrators’ (WPA) Learning Outcomes and enhance their engagement with the Habits of Mind (HoM). While there are many ways for the Writers’ Studio to increase the impact of ePortfolio practice, the authors believe there are essential takeaways for educational practitioners at other institutions, across the disciplines. Through reflection, the lifelong process of metacognitive growth is facilitated; ePortfolio offers one high-impact way to facilitate such growth in students regardless of discipline.
