Why do individuals use e-Portfolios?

Mu Yen Chen, Francis Mou Te Chang, Chia Chen Chen, Mu-Jung Huang, Jing Wen Chen

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

As the use of Information Technology (IT) applications has become more widespread, focus has turned toward applying IT to the learning domain, with policy initiatives aimed at integrating IT with teaching. E-Portfolios have assumed growing importance in higher education as institutions seek new teaching-learning-assessment tools to increase learner autonomy in virtual learning environments. Based on the Technology Acceptance Model (TAM) and Information System Success Model (ISSM), this research investigates and analyzes the attitudes, degree of satisfaction and acceptance of e-Portfolio system users. The results indicate that, among prospective users, attitude appears to have the strongest and most significant direct effect on usage intentions, while satisfaction serves as a preliminary condition to mediate the effect of the users' attitude on intention to use. In addition, the utility users perceive in the e-portfolio system influences their attitude and intention more than it does their perceived ease of use. Moreover, service quality utility has a greater influence on user satisfaction and intention than does system quality and information quality. This model provides a systematic understanding of prospective users' perceptions of the e-Portfolio system, and such an understanding could help in the development and promotion of e-Portfolio systems in educational contexts.

Original languageEnglish
Pages (from-to)114-125
Number of pages12
JournalEducational Technology and Society
Volume15
Issue number4
Publication statusPublished - 2012 Dec 1

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All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science
  • Engineering(all)

Cite this

Chen, M. Y., Chang, F. M. T., Chen, C. C., Huang, M-J., & Chen, J. W. (2012). Why do individuals use e-Portfolios? Educational Technology and Society, 15(4), 114-125.