dc.contributor.advisor |
Brown, GTL |
en |
dc.contributor.advisor |
Laxman, K |
en |
dc.contributor.author |
San Jose, David |
en |
dc.date.accessioned |
2019-01-10T01:27:32Z |
en |
dc.date.issued |
2018 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/45082 |
en |
dc.description.abstract |
This study extends the social exchange theory framework with electronic portfolio (e-portfolio) systems in a cost-reward analysis to identify specific observable elements of the system that would lead users to either a) compliance or b) quality engagement with the system. This thesis utilized three studies using a multiphase design and combining the sequential qualitative and quantitative data sets over multiple phases and in a single academic institution, the University of Auckland, New Zealand, and two faculties, the Faculty of Education and Social Work and Faculty of Medical and Health Sciences. Study 1 employed a comparative analysis of prevailing e-portfolios using the essential technology features, user satisfaction, and usability of e-portfolios at the Faculty of Education and in the initial teacher education program (i.e., professional practice setting). A semistructured interview with a sample of course participants ascertained the factors of training and support, assessment processes, and long-term benefits as facilitating factors that can potentially assists students with their quality of engagement with e-portfolios. These factors were then evaluated in Study 2 using confirmatory factor analysis (CFA) and structural equation modeling (SEM) techniques. Study 3 evaluated e-portfolio use in the Faculty of Medical and Health Sciences and a semi-structured interview with a sample of nursing students to ascertain the cost-reward analysis of e-portfolios in a nursing program (i.e., professional practice setting). Results showed that attending training and support sessions, and the personalization of e-portfolios, increased the quality of student engagement in terms of students leveraging their e-portfolios to improve their technology skills, showcasing of their creativity, reflecting on projects, and understanding alternative forms of assessment, and also reported that they would potentially show their e-portfolios to employers. Further, results from the qualitative interviews confirmed that students from Study 1 and Study 3 wanted to engage with the combined functionalities of reflection (i.e., formative learning) and the summative evaluative processes. The contribution of this thesis is in its detailed examination of the relationship of technology systems and software to the education goal of learning and the administrative goal of ensuring professional certification. |
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dc.publisher |
ResearchSpace@Auckland |
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dc.relation.ispartof |
PhD Thesis - University of Auckland |
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dc.relation.isreferencedby |
UoA99265104112102091 |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
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dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
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dc.title |
The Cost-Reward Analysis of Electronic Portfolios: Towards Best Practice and Improved Student Engagement |
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dc.type |
Thesis |
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thesis.degree.discipline |
Education |
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thesis.degree.grantor |
The University of Auckland |
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thesis.degree.level |
Doctoral |
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thesis.degree.name |
PhD |
en |
dc.rights.holder |
Copyright: The author |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.elements-id |
759360 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.record-created-at-source-date |
2019-01-10 |
en |
dc.identifier.wikidata |
Q112938117 |
|