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The purpose of this study was to identify educational, technological, and professional consequences of ePortfolio use that were intended, unintended, positive and negative. Ethical approval was obtained from seven universities in accordance with institutional guidelines established in accordance with Australia's "National Statement on Ethical Conduct in Human Research." A mixed methods design was employed to survey staff and invite them to participate in a focus group or interview. Online questionnaires were distributed across seven universities to 22 volunteer respondents drawn from academic teachers in both disciplines. Following completion and quantification of questionnaire data, respondents were invited to participate in a either a focus group or interview with one of the researchers. Merton's sociological model was adopted in the study as it informed a conceptual framework used to examine the impact of unintended consequences that emerged when building a professional online presence. This theory was used to identify the full range of ePortfolio learning and teaching practices emerging as a multi-function, complex system, within domains and purpose of ePortfolios such as information systems, health or education disciplines. Results indicated a significant challenge, namely there is no single set of guidelines that would support teachers and students when engaging in learning and teaching activities to improve protection of private data relating to vulnerable people. Digital literacy of academics and students is variable and may impact on data privacy. Data gathered will be used to inform development of guidelines on the use and publication of information collected in ePortfolios to protect vulnerable people.

Students more than ever are completing their university studies online. At the onset of the COVID-19 pandemic, most higher education providers were required to move to exclusively deliver online curriculum. It is therefore imperative that educators have access to psychometrically sound measures of students' online learning experiences. The reliability and validity properties of the "Distance Education Learning Environments Scale" (DELES) and "Student Engagement in the e-Learning Environment Scale" (SELES) were examined. A sample of 151 Australian undergraduate students completed the DELES and SELES after completing their studies online during 2020 due to COVID-19. Cronbach alpha coefficients, subscale item correlations and linear regression analyses were completed with bootstrapping. Cronbach alpha coefficients for the SELES subscales ranged from 0.68 to 0.93 and 0.75 to 0.96 for the DELES subscales. The within subscale correlations ranged from 0.29 to 0.66 for the SELES (p < 0.001) and 0.30 to 0.68 for the DELES (p < 0.001) and the between subscale correlations ranged from 0.18 to 0.75 (p < 0.001) respectively. Regression findings indicated that the SELES and DELES subscale models each accounted for 56.6% and 22.2% of the unique variance of the DELES Enjoyment, respectively. These findings present important psychometric evidence about the DELES and SELES.