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What's more, the center gathering referenced the joint effort with the encompassing local area (for example peers) as a crucial part in effective ePortfolio creation. A portion of the understudies saw peer tension as a positive inspiration, and the greater part of them considered friend criticism important and alluring. All and all, the sharing of advanced portfolios and people's thoughts, materials and encounters was viewed as a way of expanding proficient discourse among peers, and with others in the learning local area. Further, the common computerized portfolios supposedly upgraded proficient acknowledgment. Notwithstanding, one understudy reminded that the understudy ought to likewise have the choice and appropriate for security if s/he so picks. In this unique situation, we could isolate the reason for ePortfolios – the work areas can be generally private or imparted to a restricted gathering of individuals and features can be more open to make the abilities and skills apparent to a more extensive crowd. 

Then again, the entire center gathering expressed emphatically that ePortfolios ought to be a compulsory piece of the educational program: "Make it a piece of educational plan and assign hours for it." They likewise proposed that in case it was utilized as an evaluation device, it would at last turn into a persuasive trigger for the understudies to begin making their own advanced portfolios. Furthermore, the center gathering suggested that the instructors ought to energize the understudies in making and utilizing ePortfolios and give them incessant updates and valuable clues. One significant worry that portion of the understudies saw as a potential deterrent was using time productively, for example the most effective method to make the time and inspiration to keep the ePortfolio consistently refreshed. 

As to computerized stage decisions, every one of the understudies referenced ease of use as the main component of the ePortfolio. A couple of the understudies communicated their interests regarding how to pick the important stage for the years to come in this quickly changing advanced time. It is significant that the educators present various types of devices, applications and conditions for ePortfolios yet don't restrict the utilization to some single instrument/application/climate. On the off chance that the understudies pick the actual stage, they have more responsibility for ePortfolio both during their investigations and after their examinations. In any case, note, that utilizing ePortfolios ought not be viewed as climate or apparatus driven. Indeed, there are different advanced apparatuses and stages that are similarly working. All things being equal, spotlight ought to be on the interaction. ePortfolio practices ought to be improved to turn out to be really captivating and enabling for the understudies, and effectively reasonable for the instructors. The direction and appraisal in the e-portfolio cycle ought to become productive and incorporated into schooling and the regular cycles of the associations, while understudies ought to be likewise involved. (Kunnari et. al. 2017, 50). The instructors need to direct the interaction such that the understudies cautiously consider the decision of learning conditions and web apparatuses so the refreshing and long lasting learning continuum can be guaranteed.