You are presented with multiple paper abstracts, alongside the associated literature review and chapter titles. Given the provided information, you are going to do a literature review. Please generate a coherent literature review that synthesizes the content, draws connections between different works, highlights major findings, and identifies any gaps in the existing research.

Literature Review Title: A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning 
Chapter Title:  Digital Repositories 
1. Abstract of Cited Paper (BIB001):  A short overview of current ePortfolio-related activities in Europe is given. Potentials of ePortfolios are outlined. The heterogeneous ePortfolio-landscape is illustrated by means of some indicators. 
2. Abstract of Cited Paper (BIB002):  Based on the experience of a long running eLearning initiative the “Futur(e)Learning”-strategy was started October 2007: New forms of learning and “Web 2.0” didactics were launched at Austrian schools. The current results of this educational project will be outlined. The introduction of ePortfolios in education is part of this strategy: Portfolios are powerful tools to realize individualised learning in formal education (process portfolio) and they also support the documentation of skill oriented knowledge and informal acquired competences for the later professional career (application portfolio). 
3. Abstract of Cited Paper (BIB003):  The ability to self‐reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer‐mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self‐reflection. While there are reports pointing to the salutary effects of digital video on learners’ reflective ability, a systematic inquiry into how digital video can be utilized to promote self‐reflection in an ePortfolio context remains under‐reported. In this paper, we pose two questions: (1) Do students have the confidence to create their own digital videos for reflection and do they find this activity relevant to their learning needs?; and (2) To what extent does digital video affect the level of self‐reflection and the nature of peer feedback? Results from this small‐scale exploratory case study provide evidence in support of video use as a reflective tool in an ePortfolio context and highlight... 
4. Abstract of Cited Paper (BIB004):  Recent legislative changes, that affect all healthcare practitioners in New Zealand, have resulted in mandatory audits of practitioners who are now required to provide evidence of competence and continued professional development in the form of a professional portfolio. These changes were the motivation for our development of an electronic portfolio (ePortfolio) suitable for both undergraduate and life-long learning. Bachelor of Oral Health (BOH) students, studying to qualify as Dental Hygienists and Dental Therapists, and BOH teaching staff (who held registrations in Dental Hygiene, Dental Therapy and Dentistry) trialled the use of a personal ePortfolio for advancing their academic and professional development. The ePortfolio enables BOH students to collect evidence of their achievements and personal reflections throughout their 3 years of undergraduate study, culminating in registration and the award of an Annual Practising Certificate (APC). The ePortfolio was designed to allow users to store information and then select appropriate material to be displayed or published, thus assisting health practitioners to present high-quality evidence of their participation and achievements, and to meet the professional requirements for their APC. 
5. Abstract of Cited Paper (BIB005):  This paper is a report on the findings of a study conducted on the implementation of a portfolio system at the University of Kentucky. Interviews were conducted with faculty members and university supervisors about the use of a portfolio management tool that had been implemented in the teacher education program. Factors such as small program size and ability to engage in frequent interpersonal communication decreased the perceived need for a management information system. Faculty placed more value in high resolution data sources, but tended to use low resolution data when program size increased. 
6. Abstract of Cited Paper (BIB006):  Digital learner portfolios are of growing importance in higher education as the sector seeks new teaching-learning-assessment methods which promote students' autonomy as managers of their own virtual learning environment. The purpose of this study was to analyse descriptively the undergraduate students' perceptions, attitudes and behaviour when using an eportfolio to support their learning and assessment in practice based courses at two traditional Spanish universities. The participants were 88 students, who were studying through a blended learning mode. Data were collected through questionnaires: a computer experience survey, another which examined the psychological, pedagogical and technological dimensions of eportfolios use. Further, an individual overall reflection was obtained from each student to help gain an understanding of their experiences of using the eportfolio. A mixed-method analysis was applied in order to study the impact of this technological innovation on students and their satisfaction. The results showed that the students had positive opinions and self-efficiency through the eportfolio as a tool to manage their learning and assessment during a semester, especially from the second month of use. However, the expected impact on their learning was not so significant. Nevertheless, the students emphasised that the eportfolio was valuable as a personal developmental learning tool.

Literature Review:
This category covers a plethora of different content management systems and the search engines that index them. Digital repositories typical in higher education incorporate online bibliographic databases that provide abstracts and indexing to the world's scientific and technical papers in wide-ranging disciplines. Bibliographic databases, of which there are more than 100, include PubMed, IEEE Xplore, Scopus, Web of Knowledge, Web of Science and Google Scholar and are easily accessible through institutional libraries. Another type of digital repository is the learning repository created from combinations of in-house and third-party resources, enabling academics to retrieve and share these resources  ). An issue with these types of sites is their sustainability with the advent of Web 2.0 tools where sites are "self-sustaining because users see a value in continuing to add content and share resources" (Conole and Culver, 2009, 763) . The ePortfolio is a type of digital repository where the focus is on an individual's collection of artefacts. They facilitate "the process of collecting, reflecting on, sharing, and presenting learning outcomes and other professional accomplishments via a digital medium" (Fitch, Reed, Peet and Tolman 2008, p. 38) . EPortfolios have been used in educational contexts such as: • English language teaching for students to record and demonstrate evidence of learning and development BIB004 ); • As a medium for creating awareness of the importance of lifelong learning for students (Heinrich et al., 2007) ; • Professionals who are required to provide evidence of competence and professional development BIB005 ); • Supporting and empowering women returning to employment (Herman and Kirkup, 2008); • As a management system to store lesson plans of student teachers and allow subsequent evaluation and detailed analysis BIB006 ). The use of ePortfolios can help students better understand learning goals and reflect on the knowledge and skills they have developed (Buzzetto-More, 2010); BIB007 ). Structure and organisation of ePortfolios should reflect the "messages" that the tool is bringing BIB001 . Innovative use of ePortfolios is being made in areas that link education to the domain of professional development planning, supporting reflection on professional goals and career planning BIB002 and in work-integrated learning  . In these contexts, BIB003 emphasise the importance of having a common framework of content demands and technical environments.