Ahmed, Ejaz (2014) Analysis of motivational factors influencing acceptance of technologically-enhanced personal, academic and professional development portfolios. Doctoral thesis, University of Huddersfield.

This research investigates factors that influence students’ intentions to use electronic portfolios (e-portfolios). E-portfolios are important pedagogical tools and a substantial amount of literature supports their role in personal, academic and professional development. However, achieving students' acceptance of e-portfolios is still a challenge for higher education institutions. One approach to understanding acceptance of e-portfolios is through technology acceptance based theories and models. A theoretical framework based on the Decomposed Theory of Planned Behaviour (DTPB) has therefore been developed, which proposes Attitude towards Behaviour (AB), Subjective Norms (SN) and Perceived Behavioural Control (PBC), and their decomposed factors as determinants of students' Behavioural Intention (BI) to use e-portfolios. Based on a positivistic philosophical standpoint, the study used a deductive research approach to test proposed hypotheses. Data was collected from 204 participants via a cross-sectional survey method and Structural Equation Modeling (SEM) was chosen for data analysis using a two-step approach. First, composite reliability, convergent validity and discriminant validity of the measures were established. Next, the structural model was analysed, in which Goodness of Fit (GoF) indices were observed and hypotheses were analysed. The results demonstrated that the theoretical model attained an acceptable fit with the data. The proposed personal, social and control factors in the model were shown to have significant influences on e-portfolio acceptance. The results suggest that use of DTPB can be extended to predict e-portfolio acceptance behaviour.

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