Occupational Therapy Students’ Acceptance of Using an E-Portfolio to Support Practice Education

Stephen ISBEL, Misty KIRBY, Thomas BEVITT

Research output: Contribution to journalArticle

Abstract

Background: E-portfolios are useful for students to store and showcase evidence
of developing competency. However, if the purpose and relevance of an e-portfolio is not explained or if the technology is problematic students will not engage with it. The purpose of this study was to report the difference over time in occupational therapy students’ acceptance of using an e-portfolio.
Method: This observational longitudinal study was conducted with 28 Master
of Occupational students using an e-portfolio embedded into the curriculum. The e-portfolio usage survey was used to measure students’ acceptance of using an e-portfolio over 2 years. Results: Comparison of the four factors in the survey from first year to final year showed significant differences in Perceived Ease of Use, p=0.00, 95% CI [0.31 to, 0.94], Attitude Towards Use, p=0.02, 95% CI [0.07 to 0.78] and Behavioural Intention to Use, p=0.01, CI [0.18 to 1.00] with no significant difference in perceived usefulness, p=0.13, CI [-0.08 to 0.63].
Discussion: Students showed significant improvement in their intention to use an
e-portfolio and the ease to which they used the e-portfolio. Students did not show significant change in thinking that an e-portfolio was any better than their current portfolio systems. This paper shows that when using an e-portfolio implementing a structured approach across over time will allow students to engage with the e-portfolio in an appropriate way.
Original languageEnglish
Article number1024
Pages (from-to)1-6
Number of pages6
JournalJSM Health Education & Primary Health Care
Volume2
Issue number1
Publication statusPublished - 2017

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Occupational Therapy
Students
Education
Curriculum
Observational Studies
Longitudinal Studies
Technology

Cite this

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title = "Occupational Therapy Students’ Acceptance of Using an E-Portfolio to Support Practice Education",
abstract = "Background: E-portfolios are useful for students to store and showcase evidenceof developing competency. However, if the purpose and relevance of an e-portfolio is not explained or if the technology is problematic students will not engage with it. The purpose of this study was to report the difference over time in occupational therapy students’ acceptance of using an e-portfolio.Method: This observational longitudinal study was conducted with 28 Masterof Occupational students using an e-portfolio embedded into the curriculum. The e-portfolio usage survey was used to measure students’ acceptance of using an e-portfolio over 2 years. Results: Comparison of the four factors in the survey from first year to final year showed significant differences in Perceived Ease of Use, p=0.00, 95{\%} CI [0.31 to, 0.94], Attitude Towards Use, p=0.02, 95{\%} CI [0.07 to 0.78] and Behavioural Intention to Use, p=0.01, CI [0.18 to 1.00] with no significant difference in perceived usefulness, p=0.13, CI [-0.08 to 0.63].Discussion: Students showed significant improvement in their intention to use ane-portfolio and the ease to which they used the e-portfolio. Students did not show significant change in thinking that an e-portfolio was any better than their current portfolio systems. This paper shows that when using an e-portfolio implementing a structured approach across over time will allow students to engage with the e-portfolio in an appropriate way.",
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Occupational Therapy Students’ Acceptance of Using an E-Portfolio to Support Practice Education. / ISBEL, Stephen; KIRBY, Misty; BEVITT, Thomas.

In: JSM Health Education & Primary Health Care, Vol. 2, No. 1, 1024, 2017, p. 1-6.

Research output: Contribution to journalArticle

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T1 - Occupational Therapy Students’ Acceptance of Using an E-Portfolio to Support Practice Education

AU - ISBEL, Stephen

AU - KIRBY, Misty

AU - BEVITT, Thomas

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N2 - Background: E-portfolios are useful for students to store and showcase evidenceof developing competency. However, if the purpose and relevance of an e-portfolio is not explained or if the technology is problematic students will not engage with it. The purpose of this study was to report the difference over time in occupational therapy students’ acceptance of using an e-portfolio.Method: This observational longitudinal study was conducted with 28 Masterof Occupational students using an e-portfolio embedded into the curriculum. The e-portfolio usage survey was used to measure students’ acceptance of using an e-portfolio over 2 years. Results: Comparison of the four factors in the survey from first year to final year showed significant differences in Perceived Ease of Use, p=0.00, 95% CI [0.31 to, 0.94], Attitude Towards Use, p=0.02, 95% CI [0.07 to 0.78] and Behavioural Intention to Use, p=0.01, CI [0.18 to 1.00] with no significant difference in perceived usefulness, p=0.13, CI [-0.08 to 0.63].Discussion: Students showed significant improvement in their intention to use ane-portfolio and the ease to which they used the e-portfolio. Students did not show significant change in thinking that an e-portfolio was any better than their current portfolio systems. This paper shows that when using an e-portfolio implementing a structured approach across over time will allow students to engage with the e-portfolio in an appropriate way.

AB - Background: E-portfolios are useful for students to store and showcase evidenceof developing competency. However, if the purpose and relevance of an e-portfolio is not explained or if the technology is problematic students will not engage with it. The purpose of this study was to report the difference over time in occupational therapy students’ acceptance of using an e-portfolio.Method: This observational longitudinal study was conducted with 28 Masterof Occupational students using an e-portfolio embedded into the curriculum. The e-portfolio usage survey was used to measure students’ acceptance of using an e-portfolio over 2 years. Results: Comparison of the four factors in the survey from first year to final year showed significant differences in Perceived Ease of Use, p=0.00, 95% CI [0.31 to, 0.94], Attitude Towards Use, p=0.02, 95% CI [0.07 to 0.78] and Behavioural Intention to Use, p=0.01, CI [0.18 to 1.00] with no significant difference in perceived usefulness, p=0.13, CI [-0.08 to 0.63].Discussion: Students showed significant improvement in their intention to use ane-portfolio and the ease to which they used the e-portfolio. Students did not show significant change in thinking that an e-portfolio was any better than their current portfolio systems. This paper shows that when using an e-portfolio implementing a structured approach across over time will allow students to engage with the e-portfolio in an appropriate way.

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