ABSTRACT
The power of eportfolios is not in the creation of the product, the authors believe, but in the thinking process students go through as they create the portfolio. Their study used thinking sheets containing potential solution methods, allowing students to choose one or more and explain their work. Their research adapted this idea to see if it is possible to capture students reflections as they create their eportfolios. During the interview, participants demonstrated their eportfolios and discussed the reasons for the decisions they had made. It is possible that as they continue to develop their eportfolios, reflective and integrative concepts will be more frequently cited. In their concluding sheets and interviews, students also reported a desire to add audio or other elements to their portfolios, thus demonstrating a wider view of eportfolio affordances.
