This paper reports on a doctoral research project which examines the nature of the learning experience of using an eportfolio and whether it enhances the development of critical thinking among online distance learners. It aims to interrogate the process of the development of critical thinking rather than the product. The project adopts a case study approach, following 24 online distance learners over the course of one academic year in a Dublin based third level institution. The research question for the study is: How can eportfolios enhance the nature of the learning experience and the development of critical thinking among online distance learners? This study is using an exploratory holistic single-case design where the “object of the study” is the of the learner experience of using an eportfolio and the process of developing critical thinking are investigated. The participants are intermediate online distance sociology learners studying a module called Soc3A- Power, Social Order, Crime, Work and Employment as part of the BA (Hons) in Humanities which is a modular humanities programme whereby learners can study a combination of history, sociology, literature, psychology and philosophy. Participants have used their eportfolios to create a critical commentary of their learning and completed five eportfolio entries over the course of one academic year at key points in their learning journey. Eportfolio entries follow a prescribed structured template of critical questions intended to encourage reflection about their learning. Within this case study 37 interviews were conducted for an in-depth exploration of the learner experience of using an eportfolio and the development of criticality. The participants were interviewed with their eportfolios, written, visual and physical artefacts from the participant’s eportfolios were used as stimulus during the interviews using the technique of “photo elicitation”.