You are here:

Digital teaching portfolio in higher education: Examining colleagues' perceptions to inform implementation strategies
ARTICLE

, , The Hong Kong Institute of Education ; , The National Taiwan Normal University, Taiwan ; , Assessment Research Centre, Australia ; , , The Hong Kong Institute of Education

Internet and Higher Education Volume 20, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This paper examined the perceptions of academic and teaching staff about digital teaching portfolio to inform how implementation strategies in higher education can be made more effective. In light of the Technology Acceptance Model (TAM), a 38-item scale was adapted to tap into eight dimensions of their perceptions toward digital teaching portfolio, namely, Perceived Usefulness for Personal Benefit, Perceived Usefulness for Social Benefit, Ease of Use, Issues of Concern about Time, Issues of Concern about Technology and Support, Intention to Use Portfolio, and Computer Efficacy in using digital teaching portfolio by Self-Exploration, and Computer Efficacy in using digital teaching portfolio with Professional Guidance. A total of 132 teaching staff from two tertiary institutions from Hong Kong and Taiwan completed the questionnaire. The findings offer insights into how strategies for implementing digital teaching portfolio can be made more effective when the target users' perceptions are taken into account. Implications regarding how buy-in can be established and how institutional policies and culture can play a role in facilitating the outcomes of the implementation would be discussed.

Citation

Fong, R.W.t., Lee, J.C.k., Chang, C.y., Zhang, Z., Ngai, A.C.y. & Lim, C.P. (2014). Digital teaching portfolio in higher education: Examining colleagues' perceptions to inform implementation strategies. Internet and Higher Education, 20(1), 60-68. Elsevier Ltd. Retrieved July 20, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2013.06.003

Keywords