The aim of this study is to analyze the factors influencing eportfolio use in higher education and its implication on students' learning. These relationships are investigated under different stimulated conditions that have offered the potential for more understanding of the influencing factors in the investigated context. University students (N = 56) attending the grades of Pedagogy (N = 25) and Nursing (N = 31) filled in two questionnaires at the end of the lesson of the course: The Revised SPQ-2F Study Process Questionnaire and AEQ Assessment Experience Questionnaire were used to measure the approaches to learning and perceptions of the assessment practice. First questionnaire was concerned the students' approaches towards their own learning. Second questionnaire covered general perceptions of assessment demands including the eportfolio assessment. The results showed positive relationship of the use of eportfolio activities with feedback, the training with eportfolios and the positive influence on student teachers' deep approaches to learning.