INVESTIGATING THE ACCEPTANCE OF MOBILE E-PORTFOLIO AS AN E-LEARNING TOOL BY PRE-SERVICE TEACHER EDUCATION PROGRAM STUDENTS
The aim of the research was to conduct quantitative analysis of mobile e-portfolio acceptance by pre-service teacher education program students. Technology Acceptance Model developed by Davis was used in the study to identify the influence of perceived ease of use, perceived usefulness, attitude towards the use of e-portfolio on the intention to use it. 136 respondents from three different higher education institutions took part in the survey. The data obtained in the survey was analyzed by applying linear regression analysis. Findings of the research suggest that perceived ease of use, perceived usefulness and attitude to the use of e-portfolio have a significant impact on students’ intention to use the e-portfolio. Among them, attitude towards the use of e-portfolio was the most significant factor that influences the intention to use mobile e-portfolio.
2.Ayala J. I. Electronic portfolios for whom? //Educause Quarterly. – 2006. – Т. 29. – №. 1. – С. 1213.
3.Chen M. Y. et al. Why do individuals use eportfolios? //Journal of Educational Technology & Society. – 2012. – Т. 15. – №. 4. – С. 114-125.
4.Davis F. D. Perceived usefulness, perceived ease of use, and user acceptance of information technology //MIS quarterly. – 1989. – С. 319-340.
5.Dillon A., Morris M. From" Can They?" to" Will They?" Extending usability to accommodate acceptance predictions //AMCIS 1998 Proceedings. – 1998. – С. 325.
6.Lorenzo G., Ittleson J. An overview of eportfolios. Educause Learning Initiative Paper 1: 2005. – 2005.
7.Heath M. Are You Ready to Go Digital?: The Pros and Cons of Electronic Portfolio Development //Library Media Connection. – 2005. – Т. 23. – №. 7. – С. 66.
8.Jafari A. Conceptualizing intelligent agents for teaching and learning //Educause Quarterly. – 2002. – Т. 25. – №. 3. – С. 28-34.
9.Ma X., Rada R. Building a web-based accountability system in a teacher education program //Interactive Learning Environments. – 2005. – Т. 13. – №. 1-2. – С. 93-119.
10. Shroff R. H., Deneen C. C., Ng E. M. W. Analysis of the technology acceptance model in examining students' behavioural intention to use an eportfolio system //Australasian Journal of Educational Technology. – 2011. – Т. 27. – №. 4.
11. Streiner D. Starting at the beginning: an introduction to coefficient alpha and internal consistency. Journal of Personality Assessment. 2003; 80:99-103.
12. Tucker P. D. et al. The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference? //Educational administration quarterly. – 2003. – Т. 39. – №. 5. – С. 572-602.
13. Wall K. et al. Developing digital portfolios: Investigating how digital portfolios can facilitate pupil talk about learning //Technology, Pedagogy and Education. – 2006. – Т. 15. – №. 3. – С. 261-273.
14. Young J. R. E-Portfolios Could Give Students a New Sense of Their Accomplishments //Chronicle of Higher Education. – 2002. – Т. 48. – №. 26.
15. Zainal-Abidin W., Uisimbekova A., Alias R. A. Post-implementation strategy for the adoption of eportfolio among students in a Malaysian public university //2011 International Conference on Research and Innovation in Information Systems. – IEEE, 2011.
A work licensed in this way allows the following:
1. The freedom to use and perform the work: The licensee must be allowed to make any use, private or public, of the work.
2. The freedom to study the work and apply the information: The licensee must be allowed to examine the work and to use the knowledge gained from the work in any way. The license may not, for example, restrict "reverse engineering."
2. The freedom to redistribute copies: Copies may be sold, swapped or given away for free, in the same form as the original.