<span>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 paper 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 participants 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 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-portfolio into their courses. Results suggest that TAM is a solid theoretical model where its validity can extend to an e-portfolio context.</span>

Executive SummaryResearch has established that intrinsic motivation has a positive effect on learning and academic achievement. In order to investigate the phenomenon of intrinsic motivation in technologysupported learning environments, this paper investigates the factors deemed to support individual student intrinsic motivation in online discussions. A research model is presented based on research into motivation, and the specific areas of self-determination and curiosity provide a framework for the model.Mean scores for both online discussions and face-to-face discussions were compared using a twotailed t-test for the six constructs of perceived competence, perceived challenge, feedback, perceived choice, perceived interest, and perceived curiosity. Results from the study showed that online discussions provided significantly stronger mean ratings (t=3.2) for perceived choice than did face-to face-discussions, while online discussions gave somewhat significantly stronger mean scores for perceived competence (t=1.84) than similar face-to-face discussions. Feedback obtained identical mean scores for both online and face-to-face discussions, as did perceived interest, while the slightly higher differences in the online situation were not significant for perceived challenge (t=0.96) or perceived curiosity (t=1.19).Assessing the factors deemed to support individual student intrinsic motivation may assist in enhancing intrinsically motivated behavior in technology-supported learning environments. This would assist Web course designers and science educators to create online learning programs that best utilize students' capacity for learning and academic performance. The Web, with no direct verbal face-to-face interaction, lends itself better to online discussion in a more structured manner by enabling students to communicate more comfortably with their peers and provides a more egalitarian environment, where participants share the same tools and opportunities to communicate. The creation of online learning programs provides students significant opportunities for learning, such as the extended exchange of ideas and expertise where students can read, respond to, or initiate comments in a virtual meeting space.

In the age of lifelong learning and increased competition for time, motivation becomes a salient issue. Students need to be more intrinsically motivated in the absence of more formal structure. This is especially true in online learning environments where direct instructor influence is mitigated. Online learning environments typically embrace many choices in ways in which learning material is presented and interaction with students is supported in both individual and collaborative contexts. As such, it is imperative that we better understand the implications of various learning activities and associated technologies on aspects of intrinsic motivation in elearning. In this paper we examine these effects through qualitative analysis of semi-structured interviews with students in an online MBA program. Results encourage use of a pedagogically driven portfolio of learning activities supported by well-selected and integrated audio, video, and data technologies. Extension to use of mobile devices in ubiquitous e-learning contexts is explored.

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This article reports on the design, development, and validation of a new instrument, the Technology-Enabled Active Learning Inventory (TEAL), to measure students’ perceptions of active learning in a technology-enabled learning context. By laying the theoretical foundation, a conceptual framework for technology-enabled active learning was developed. The conceptual framework formed the basis of the instrument development process including the design, development and validation of TEAL to measure students’ perceptions of active learning in a technology-enabled learning context. The self-reporting questionnaire consisted of four scales: interactive engagement, problem-solving skills, interest and feedback. All scales were assessed on a 7-point Likert scale. The survey items were designed to measure the four aspects of technology-enabled active learning and were verified by two panels using a formalised card sorting procedure as well as confirmatory factor analysis of a small-scale (n = 61) pilot survey. The TEAL questionnaire demonstrated internal consistency. Reliability as measured by Cronbach’s coefficient alpha ranged from 0.83 to 0.88 indicating good reliability and internal consistency of the items. The resultant instrument is a valid and reliable instrument that can be used in future research to gather and represent data on students’ perceptions of active learning in a technology-enabled learning context.

<p>This study extends the ownership of learning model by using e-portfolios in a field experience placement to examine student-teachers' attitudes towards learning in relationship to personal value, feeling in control and taking responsibility. <em>A research model </em>is presented based on research into ownership of learning<em>. </em>The student e-portfolio ownership of learning questionnaire (SEOLQ) was developed. Seventy-seven participants completed the survey measuring their responses to ownership of learning components of attitudes towards learning (ATL), personal value (PV), feeling in control (FIC), and taking responsibility (TR). Data were used to test the hypotheses postulating the main effects of ATL using e-portfolio on the constructs PV, FIC, and TR. The results of the study indicated that ATL had a significant influence on PV, FIC and TR. The results suggest the student-teachers valued the integration of the e-portfolio into the field experience and developed a sense of control of their learning. Responsibility-related findings suggest that participants were sensitive to both the means of manipulating the e-portfolio and the results of their efforts doing so. By providing student-teachers with the opportunity to reflect critically upon their work as educators, e-portfolios can serve as an invaluable resource for promoting effective ownership of learning.</p>

To ensure their teaching quality, it is important for student teachers to undertake self reflection on their teaching performance after supervised teaching sessions. With the goal of sharpening the teaching competence of student teachers, a dual function system that uses web based and video based technologies is being developed to facilitate self reflection by student teachers and the teaching supervisory role of teaching supervisors. This article reports on the development of a web enabled video system for encouraging student teachers to reflect on their teaching performance, using a guiding framework. The system enables student teachers to self monitor a video recording process during lessons in teaching practice, and make post-lesson self reflection without the constraints of time and location. Two key features are provided by the system to support student teachers and enhance the quality of reflection. One key feature is a guiding support for self reflection on teaching performance, using a four-dimension framework comprising curriculum planning and evaluation, pupils and pupil-teacher interaction, discipline and classroom management, and professional knowledge of teaching. A second key feature of the system is a 'video bookmark' function for the operationalisation of the reflective process. IntroductionTo equip pre-service teachers with competence in teaching, teacher education should not only provide opportunities to build up professional knowledge and skills, but also encourage reflection on appropriate attitude and strategies for classroom instruction. To this end, teaching practice activities with teaching supervision sessions frequently form a part of programs for teacher education. Student teachers can apply the acquired knowledge and skills in their subject teaching during the lessons in teaching practice, and also reflect on their teaching attitude and strategies in their subject teaching after the lessons in teaching practice.Self reflection after teaching supervision sessions in teaching practice activities is one of the common approaches for student teachers to ensure their teaching competence. With the goal of enhancing teaching performance of student teachers, a dual function system that capitalises on the use of web based and video based technologies is being developed to foster quality self reflection by student teachers and teaching supervision of teaching supervisors. This article reports upon its development and key features.

Aim/Purpose: By integrating a motivational perspective into the Technology Acceptance Model, the goal of this study is to empirically test the causal relationship of intrinsic motivational factors on students’ behavioral intention to use (BIU) a mobile application for learning. Background: Although the Technology Acceptance Model is a significant model, it largely remains incomplete as it does not take into consideration the motivation factors and/or outside influences in the adoption of new technology. Methodology: A Mobile Application Motivation Instrument (MAMI) was developed from a comprehensive review of literature on intrinsic motivation and verified using a formalized card sorting procedure. Four intrinsic motivation scales were developed: perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT). Consequently, a scale to assess students’ behavioral intention (BIU) to use mobile applications was developed using existing scales from prior TAM instruments. Contribution: Incorporating the motivational factors into TAM may provide better explanation and prediction of student acceptance and usage of mobile applications. A potential contribution of this study is the development of a reliable and valid instrument that could be further used by a growing community of researchers, instructional designers, and instructors. Findings: Data were collected from 193 participants to test the causal relationship of perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) on students’ behavioral intention to use (BIU) a mobile application, using a structural equation modeling approach. The structural path model indicated that perceived competence (COM), perceived challenge (CHA), perceived choice (CHO), and perceived interest (INT) had a significant influence on students’ behavioral intention to use (BIU) a mobile application for learning. Implications of this study are important for researchers and educational practitioners. Future Research: One environmental dimension, understudied but with likely implications for intrinsic motivation, is the social environment.