近年來，愈來愈多高等教育單位重視「數位學習歷程檔案」的製作，而學生投入製作的情形受到不同因素影響；相較於其他國家提出製作成果，臺灣推廣的現況更值得探討。此外，過去許多文獻僅探討「數位學習歷程檔案」在單一課程或各自校園內使用的狀況，對於學生理解「數位學習歷程檔案」的情形，卻未有深入的實證研究報告。因此，本研究主要探討台灣大專校院學生對「數位學習歷程檔案」發展的認知。
本研究使用訪談、網站分析和問卷調查的方式蒐集資料。訪談法邀請30位對製作「數位學習歷程檔案」興趣不同的學生，再觀察14位受訪學生的網站。另外，調查48位學校老師和59位雇主對學生製作「數位學習歷程檔案」的看法，亦發放問卷給了解「數位學習歷程檔案」概念的各校學生填寫，最後回收320份問卷，其中，281份為有效問卷。
訪談結果發現，台灣學生製作「數位學習歷程檔案」經歷了三個階段: (1)準備階段－釐清製作目的及瀏覽者有助於作品的選擇和組織、(2)發展階段－放置多媒體元件展現個人化的檔案、(3)持續更新階段－分配時間記錄值得分享的學習經驗。本研究以此「階段模式」為基礎，歸納出12點影響學生製作「數位學習歷程檔案」的因素，包括，製作檔案的風氣、容易使用的系統、強制要求製作、檔案的推廣程度、時間限制、檔案發展的價值、使用者之間的互動、檔案瀏覽的情形、檔案擁有權、獎勵製作、製作訓練，以及資料隱私和著作權的考量。另外，從學校老師、雇主和其他學生的調查分析結果，亦可找出相似於受訪學生的觀點。最後，根據研究結果提出具體的建議，以作為未來學校推廣「數位學習歷程檔案」活動的參考，亦有助於學生完成「數位學習歷程檔案」的製作。

Recently, more and more institutions of higher education have made efforts with regard to the construction of e-portfolios. The degree to which students are engaged in developing e-portfolios is affected by various factors, and although these have been investigated in numerous western contexts, they have not yet been examined in Taiwan. In addition, while the related processes and implications of developing students’ e-portfolios in certain curricula and on campus have been reported in the literature, the students’ comprehension of e-portfolios has not been fully explored. Therefore, this research is to explore Taiwanese college students’ perspectives on e-portfolio development.
This research collects data by conducting interviews, analyzing e-portfolio websites and developing surveys. In total, 30 students acquainted with e-portfolios were interviewed, and 14 of their e-portfolio websites were observed. Moreover, two kinds of surveys were designed. One was to reveal the perceptions of 48 educators and 59 recruiters with regard to students’ e-portfolio development. The other was for 320 student respondents who studied in different universities and knew about e-portfolios, with a final total of 281 valid responses received and analyzed.
The analysis of the interview data revealed three stages of e-portfolio implementation in a Taiwanese context: (1) Preparation Stage: the students clarified the purposes and audiences of their e-portfolios to help select and organize artifacts. (2) Development Stage: the students included multimedia components to make their e-portfolios more attractive. (3) Maintenance Stage: the students allocated time to record learning experiences that they felt were worth sharing. Based on the “stage” model presented in this work, 12 influential factors with regard to developing e-portfolios are summarized, including e-portfolio culture, easy-to-use system, required development, e-portfolio promotion, time constraint, e-portfolio value, interaction, e-portfolio navigation, e-portfolio ownership, encouragement, training support, as well as data privacy and copyright concerns. In addition, the analysis of the surveys completed by educators, recruiters and other students were congruent with the interviewed students’ perspectives on e-portfolio development. Accordingly, this research provides practical suggestions to institutions promoting campus-wide e-portfolio development in the future, as well as to help students successfully develop e-portfolios.

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