Barrett (2000) asserts that an e-portfolio without reflection is just a multimedia presentation or a fancy electronic resume or a digital scrapbook. In holding this view, my reflections involved a recursive cycle of critical analyses.

In preparation for this process, I first created a directory for each of the competencies and then reviewed my coursework. Every time I found a related assignment or forum discussion, I copied the artefacts to their corresponding directory. In the next stage, I selected about 10 artefacts that I thought demonstrated my acquisition of core competencies. The third stage involved jotting down my reflections on the short-listed artefacts, revisiting my artefacts collection, finding and selecting other artefacts, and repeating the cycle again.

I have found reflecting on the courses and assignments quite empowering and writing in the reflective mode challenging. I understand that the development of an e-portfolio as a capstone project is like drawing a cognitive map, constructing a superstructure of reflections and knowledge building. The body of knowledge presented in this e-portfolio is intricately intertwined with the information contained in the text books and the one-to-one, and one-to-many interactions transmitted on the Internet.