Using e-portfolios to foster self-regulation and reflection processes

E-portfolios are considered to have great potential both as a learning medium and as a form of assessment in universities. They are very popular in various fields of
application such as teacher training or medicine. However, research shows that this potential is not fully realized, especially with regard to promoting reflection on learning processes and content. This article examines how self-regulated learning can be systematically promoted in the context of process-oriented e-portfolio work and how reflection on learning content and learning processes can be specifically fostered, based on psychological and empirical educational research.