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Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system

  • Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system
  • 2011
    • Hong Kong
    • 1997.7 onwards
    • Post-Secondary Education
  • In recent years, instructors have had an increasing interest in integrating Internet based technologies into their classroom as part of the learning environment. Compared to studies on other information systems, student users' behaviour towards e-portfolios have not been assessed and thoroughly understood. This article analyses the Technology Acceptance Model (TAM) in order to examine students' behavioural intention to use an electronic portfolio system, meaning how students use and appropriate it within the specific framework of a course. An E-Portfolio Usage Questionnaire was developed using existing scales from prior TAM instruments and modified where appropriate. Seventy-two undergraduate students enrolled in Bachelor of Education (BEd) Programmes at the Hong Kong Institute of Education (HKIEd) completed the survey questionnaire measuring their responses to perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards usage (ATU) and behavioural intention to use (BIU) the e- portfolio system. The content of the e-portfolio for each of the four pilot courses focused on student reflections upon the artifacts uploaded to the Blackboard 9 learning management system. Students were required to upload their work which included posting video clips and assignments and capturing parts of their reflections or other evidences to justify their claims of 'improvement'. The results of the study indicated that students' perceived ease of use (PEOU) had a significant influence on attitude towards usage (ATU). Subsequently, perceived ease of use (PEOU) had the strongest significant influence on perceived usefulness (PU). The research further demonstrated that individual characteristics and technological factors may have a significant influence on instructors to adopt e-portfolios into their courses. Results suggest that TAM is a solid theoretical model where its validity can extend to an e-portfolio context.
    [Copyright of Australasian Journal of Educational Technology is the property of ASCILITE. Full article may be available at the publisher’s website:]
  • Refereed article
    • English
  • Journal Articles
    • 14493098
  • 2014-06-24

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