Adjusting the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to Higher Education (HE) online marking

Lerigo-Sampson, Moya

Abstract

HE is an incredibly competitive sector, and many universities are using digital technologies in teaching and learning to help meet global market demands and stay relevant and current (Reed and Watmough, 2015; Ahlburg, 2020; Skare and Soriano, 2021). Add to this the digital demands of the pandemic (Covid-19) and you have the perfect environment for growth in technology dissemination in the sector.

During the pandemic, Universities had to quickly adjust their teaching delivery, reconsidering how learning outcomes could best be assessed and adopting new technologies to do so (Brammer and Clark, 2020). This meant a sudden leap into many of the tools universities had available but which had not been put to widespread use yet.

This remarkable change in learning and assessment significantly heightened workloads across the sector, generating high levels of stress and pressure amongst staff, particularly those in management education courses known for their large intakes (Kim and Asbury, 2020; Beech and Anseel, 2020).

Whilst some staff struggled, others flourished and engaged in pedagogic innovation to meet the trials associated with changing delivery patterns (Beech and Anseel, 2020; Brammer and Clark, 2020; Apostolidis et al., 2022).

Some researchers suggest that the readiness to adopt emerging technologies and educational tools can be shaped by individual differences, attitudes, and social norms (Dermentzi et al, 2016; Hu et al, 2020). Holzmann, Schwarz and Audretsch (2020) emphasized the need to further investigate these differences and the relevance of anxiety and attitude toward using a novel technology in individual adoption processes. Venkatesh and Goyal (2010), Sun and Jeyaraj (2013) and Apostolidis et al. (2022) argued that individuals adopt an innovation at different times, rates and are likely to be influenced by different factors over time. This is expected to also apply to assessment and feedback technology adoption.HE is an incredibly competitive sector, and many universities are using digital technologies in teaching and learning to help meet global market demands and stay relevant and current (Reed and Watmough, 2015; Ahlburg, 2020; Skare and Soriano, 2021). Add to this the digital demands of the pandemic (Covid-19) and you have the perfect environment for growth in technology dissemination in the sector.

During the pandemic, Universities had to quickly adjust their teaching delivery, reconsidering how learning outcomes could best be assessed and adopting new technologies to do so (Brammer and Clark, 2020). This meant a sudden leap into many of the tools universities had available but which had not been put to widespread use yet.

This remarkable change in learning and assessment significantly heightened workloads across the sector, generating high levels of stress and pressure amongst staff, particularly those in management education courses known for their large intakes (Kim and Asbury, 2020; Beech and Anseel, 2020).

Whilst some staff struggled, others flourished and engaged in pedagogic innovation to meet the trials associated with changing delivery patterns (Beech and Anseel, 2020; Brammer and Clark, 2020; Apostolidis et al., 2022).

Some researchers suggest that the readiness to adopt emerging technologies and educational tools can be shaped by individual differences, attitudes, and social norms (Dermentzi et al, 2016; Hu et al, 2020). Holzmann, Schwarz and Audretsch (2020) emphasized the need to further investigate these differences and the relevance of anxiety and attitude toward using a novel technology in individual adoption processes. Venkatesh and Goyal (2010), Sun and Jeyaraj (2013) and Apostolidis et al. (2022) argued that individuals adopt an innovation at different times, rates and are likely to be influenced by different factors over time. This is expected to also apply to assessment and feedback technology adoption.Assessment and feedback have been a regular concern over the years in HE following continuous declining National Student Survey (NSS) results (OfS, 2023). Therefore, instead of exploring the extensive range of technological innovations and advances in HE, this study focuses on technology enhanced feedback and marking tools (such as online embedded rubrics) which aim to facilitate marking processes and satisfy students’ requests for consistent marking approaches. Underpinned by UTAUT, this research project aims to explore the perceptions of staff regarding online assessment and feedback practices and, where online marking tool adoption has been slow, to establish why as well as investigating future adoption intentions. To achieve this, a qualitative research strategy was implemented, and 30 interviews were conducted and analysed. The research finds suggest that the UTAUT framework requires significant adjustment and additional dimensions in order to be useful in the UK HE context, particularly when focusing on technology acceptance related to assessment and feedback practices.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: Charted Association of Business Schools, Learning Teaching and Student Experience
• Start Date: May 22, 2023
• End Date: May 23, 2023
• Deposit Date: Jan 11, 2024
• Public URL: https://uwe-repository.worktribe.com/output/11599979