This paper introduces a doctoral study that aims to provide insight into how students experience ePortfolios as learning in higher education. The paper gives a brief history of the implementation and embedding of ePortfolios in Australian higher education before introducing the research problem, discussing the conceptual framework within which the research will take place and finishing with a detailed explication of the research design. The nature of qualitative interviewing will be briefly explored and the challenge of communicating qualitative research outcomes for quantitative agendas propounded. The session will focus on practical aspects of ePortfolios for learning and suggest research outcomes that may positively impact this practice.

1. Reporting and
responding
Report what happened or what the issueor
incident involved. Why is it relevant?
Respond to the incident or issue by making
observations, expressing your opinion, or asking
questions.
Relating Relate or make a connection between the incident
or issueand your own skills, professional
experience, or discipline knowledge. Have I seen
this before? Were the conditions the sameor
different? Do I have the skills and knowledgeto
deal with this? Explain.
Reasoning Highlight in detail significantfactors underlying the
incident or issue. Explain and show why they are
important to an understanding of the incident or
issue. Refer to relevant theory and literature to
supportyour reasoning. Consider different
perspectives. How would a knowledgeable person
perceive/handle this? What are the ethics
involved?
Reconstructing Reframe or reconstructfuturepractice or
professionalunderstanding. How would I dealwith
this next time? What might work and why? Are
there different options? What might happen if...?
Are my ideas supported by theory? Can I make
changes to benefit others?
Citations Use citations if relevant to the type of reflection.
4/5Rs Framework for reflection Basedon Bainetal (1999)