Home > Research > Publications & Outputs > Exploring the factors affecting the adoption of...

Electronic data

  • 2017NafethPhD

    Final published version, 4.79 MB, PDF document

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Text available via DOI:

View graph of relations

Exploring the factors affecting the adoption of e-assessments among the computer and information science programmes in a Higher Education Institution in the Middle East (HEIME)

Research output: ThesisDoctoral Thesis

Published

Standard

Harvard

APA

Vancouver

Author

Bibtex

@phdthesis{6219c370cfd54ac18344b62da27985b9,
title = "Exploring the factors affecting the adoption of e-assessments among the computer and information science programmes in a Higher Education Institution in the Middle East (HEIME)",
abstract = "The rapid development of Information and Communication Technology (ICT) opened up new possibilities for teaching and assessment practices in higher education. This has encouraged educational institutions worldwide to change assessment format from paper-based to computer-based assessments. In the higher education context, teachers{\textquoteright} behavioural intention to adopt e-assessments is affected by a number of factors. The literature in the field of e-assessment adoption suggests that there is a need to better understand and conceptualise e-assessment adoption and the range of behavioural factors influencing e-assessment adoption decision-making in higher education. This study aims to address that need.The study employed an exploratory sequential approach with mixed methods. It utilised both qualitative and quantitative research methodologies to meet the research aim: to investigate the e-assessment adoption process and related experiences and evaluations as reported by Computer and Information Science (CIS) teachers at a higher education institution in the UAE. The investigation was performed via proposing, designing, testing and developing a conceptual model for e-assessment adoption, building on the chosen most relevant ICT innovation adoption models (TRA1, TPB2, TAM3, and UTAUT4), commonly known in the field of CIS.The study found that the CIS teachers{\textquoteright} behavioural intention to adopt e-assessments depends primarily on the technology-assessment fit, the perceived usefulness, and the social influence. It was also discovered that the perceived self-efficacy has a negative impact on computer anxiety, and at the same time, it has a positive impact on perceived ease-of-use. Furthermore, it was found that the perceived ease-of-use and the facilitating conditions have a positive impact on behavioural intention. However, the impact of those two factors is not as significant as the other factors (technology-assessment fit, perceived usefulness, and social influence)._______________________________________________________________1 Theory of Reasoned Action Model (Fishbein & Ajzen, 1975)2 Theory of Planned Behaviour Model (Ajzen, 2002)3 Technology Acceptance Model I and II (Davis, 1989)4 Unified Theory of Acceptance and Use of Technology Model (Venkatesh, Morris, Davis, and Davis (2003)",
keywords = "Technology Acceptance, Technology Acceptance Models, E-Assessments, Moderating Factors, Factor Analysis, Technology Adoption, Technology assessment, Computer-Based Assessments , Computer-Assisted Assessments , Technology Assessment Fit, Structural Equation Modelling , Higher Education , Mixed Methods Phenomenological Research , Partial Least Squares Regression",
author = "{Al Hashlamoun}, Nafeth",
year = "2017",
doi = "10.17635/lancaster/thesis/118",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - THES

T1 - Exploring the factors affecting the adoption of e-assessments among the computer and information science programmes in a Higher Education Institution in the Middle East (HEIME)

AU - Al Hashlamoun, Nafeth

PY - 2017

Y1 - 2017

N2 - The rapid development of Information and Communication Technology (ICT) opened up new possibilities for teaching and assessment practices in higher education. This has encouraged educational institutions worldwide to change assessment format from paper-based to computer-based assessments. In the higher education context, teachers’ behavioural intention to adopt e-assessments is affected by a number of factors. The literature in the field of e-assessment adoption suggests that there is a need to better understand and conceptualise e-assessment adoption and the range of behavioural factors influencing e-assessment adoption decision-making in higher education. This study aims to address that need.The study employed an exploratory sequential approach with mixed methods. It utilised both qualitative and quantitative research methodologies to meet the research aim: to investigate the e-assessment adoption process and related experiences and evaluations as reported by Computer and Information Science (CIS) teachers at a higher education institution in the UAE. The investigation was performed via proposing, designing, testing and developing a conceptual model for e-assessment adoption, building on the chosen most relevant ICT innovation adoption models (TRA1, TPB2, TAM3, and UTAUT4), commonly known in the field of CIS.The study found that the CIS teachers’ behavioural intention to adopt e-assessments depends primarily on the technology-assessment fit, the perceived usefulness, and the social influence. It was also discovered that the perceived self-efficacy has a negative impact on computer anxiety, and at the same time, it has a positive impact on perceived ease-of-use. Furthermore, it was found that the perceived ease-of-use and the facilitating conditions have a positive impact on behavioural intention. However, the impact of those two factors is not as significant as the other factors (technology-assessment fit, perceived usefulness, and social influence)._______________________________________________________________1 Theory of Reasoned Action Model (Fishbein & Ajzen, 1975)2 Theory of Planned Behaviour Model (Ajzen, 2002)3 Technology Acceptance Model I and II (Davis, 1989)4 Unified Theory of Acceptance and Use of Technology Model (Venkatesh, Morris, Davis, and Davis (2003)

AB - The rapid development of Information and Communication Technology (ICT) opened up new possibilities for teaching and assessment practices in higher education. This has encouraged educational institutions worldwide to change assessment format from paper-based to computer-based assessments. In the higher education context, teachers’ behavioural intention to adopt e-assessments is affected by a number of factors. The literature in the field of e-assessment adoption suggests that there is a need to better understand and conceptualise e-assessment adoption and the range of behavioural factors influencing e-assessment adoption decision-making in higher education. This study aims to address that need.The study employed an exploratory sequential approach with mixed methods. It utilised both qualitative and quantitative research methodologies to meet the research aim: to investigate the e-assessment adoption process and related experiences and evaluations as reported by Computer and Information Science (CIS) teachers at a higher education institution in the UAE. The investigation was performed via proposing, designing, testing and developing a conceptual model for e-assessment adoption, building on the chosen most relevant ICT innovation adoption models (TRA1, TPB2, TAM3, and UTAUT4), commonly known in the field of CIS.The study found that the CIS teachers’ behavioural intention to adopt e-assessments depends primarily on the technology-assessment fit, the perceived usefulness, and the social influence. It was also discovered that the perceived self-efficacy has a negative impact on computer anxiety, and at the same time, it has a positive impact on perceived ease-of-use. Furthermore, it was found that the perceived ease-of-use and the facilitating conditions have a positive impact on behavioural intention. However, the impact of those two factors is not as significant as the other factors (technology-assessment fit, perceived usefulness, and social influence)._______________________________________________________________1 Theory of Reasoned Action Model (Fishbein & Ajzen, 1975)2 Theory of Planned Behaviour Model (Ajzen, 2002)3 Technology Acceptance Model I and II (Davis, 1989)4 Unified Theory of Acceptance and Use of Technology Model (Venkatesh, Morris, Davis, and Davis (2003)

KW - Technology Acceptance

KW - Technology Acceptance Models

KW - E-Assessments

KW - Moderating Factors

KW - Factor Analysis

KW - Technology Adoption

KW - Technology assessment

KW - Computer-Based Assessments

KW - Computer-Assisted Assessments

KW - Technology Assessment Fit

KW - Structural Equation Modelling

KW - Higher Education

KW - Mixed Methods Phenomenological Research

KW - Partial Least Squares Regression

U2 - 10.17635/lancaster/thesis/118

DO - 10.17635/lancaster/thesis/118

M3 - Doctoral Thesis

PB - Lancaster University

ER -