Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective

This paper examines the Virtual Learning Environment (VLE) in relation to its implication for academic libraries in the 21st century. It sheds light on how technological development has had major impacts in the academic library, with regards to how information is being constructed, transmitted and accessed by library users. In the course of this discourse it was deduced that students constitute a significant percentage of the academic library users. The technological development in the academic sphere has enabled ubiquitous interactions between students and teachers, in which students are enabled to learn and communicate with their teachers from remote locations, thus inducing the notion of VLE. The VLE is regarded as technological-based environment where learners are enabled to access learning outside the classroom. With the aid of VLE students are granted ownership of their learning process, thus ensuring positive learning outcomes. Finally, the Technology Acceptance Model (TAM) was employed to serve as the theoretical basis of this discourse.

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Exploring Factors that Influence the Use and Acceptanceof Virtual Learning Environment onTeaching and Learning Accounting

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i3.753 ◽

2021 ◽

Vol 12 (3) ◽

pp. 476-488

Author(s):

Noor Lela Ahmad Et.al

Keyword(s):

Learning Environment ◽

Technology Acceptance ◽

Teaching And Learning ◽

Reasoned Action ◽

Descriptive Analysis ◽

Virtual Learning ◽

Appropriate Technology ◽

Virtual Learning Environment ◽

Ongoing Training ◽

Acceptance Model

Virtual Learning Environment (VLE) is rapidly becoming an important educational model for teaching and learning purposes. This study aims to explore the factors that influence the use and acceptance of VLE among Malaysian accounting teachers in teaching the accounting subject. This study adapts the Technology Acceptance Model (TAM) and the Theory of Reasoned Action (TRA) to improve the understanding of factors that influence the usage of VLE. The study is descriptive in nature and was conducted using a quantitative approach.Researchrespondentswho participated in this studyconsist of 156accounting teachers from urban and ruralMalaysiangovernment schools. Data were analyzed using the descriptive analysis to measure mean, percentages, frequency and standard deviations. Descriptive statistical analysis indicated that accounting teachers have positive perceptions and highly motivated towards using VLE tools in teaching and learning accounting.However, the frequency of using Frog VLE among teachers is still at a low level. Furthermore, the result shows thatcomplete infrastructure facilities and teachers’ interests have a significant effect on the use and acceptance of Frog VLE. It is concluded that teachers are able to conduct flexible teaching and learning using Frog VLE application if resources are available, appropriate technology and continuous supports are providedby all parties responsible for the integration of ICT in teaching and learning accounting. More importantly, teachers need to be given ongoing training and motivation to promote and improve their skills to use the latest technology toencourage effective educational processes.

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Teachers’ perceptions and readiness toward the implementation of virtual learning environment

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v10i1.21014 ◽

2021 ◽

Vol 10 (1) ◽

pp. 209

Author(s):

Ana Haziqah A Rashid ◽

Nurbiha A Shukor ◽

Zaidatun Tasir ◽

Kew Si Na

Keyword(s):

Learning Environment ◽

Technology Acceptance ◽

Current Trend ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Teachers Perceptions ◽

Technology In Teaching ◽

21St Century Learners ◽

Acceptance Model ◽

Constructing Knowledge

The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.

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Acceptance and Use of a Virtual Learning Environment (VLE): Structural Equations Modeling of the Unified Theory of Acceptance and Use of Technology

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol8.iss4.2285 ◽

2020 ◽

Vol 8 (4) ◽

pp. 237-244

Author(s):

Raul Afonso Pommer Barbosa ◽

Artur Virgílio Simpson Martins ◽

Isabela Pimentel Azevedo Da Silva ◽

Lucas Almeida Costa ◽

Ricardo Alves Oliveira ◽

...

Keyword(s):

Learning Environment ◽

Technology Acceptance ◽

Virtual Learning ◽

Structural Equations ◽

Virtual Learning Environment ◽

Unified Theory ◽

It Adoption ◽

Use Of Technology ◽

Starting Point ◽

Organizational Scope

UTAUT 2 is a model designed to be a starting point for investigating IT adoption and can be used to identify the factors that influence the intention to use it, as well as to be adopted by an organization. The main objective of this research is to validate the Unified Theory of Acceptance and Use of Technology (UTAUT2) model by applying the questionnaire to students of a university that has gone through the process of implementing a virtual learning environment. The method is the quantitative one, through the survey strategy. As for the time horizon of the survey, a transversal cut was chosen. The techniques and procedures adopted were the modeling of structural equations with partial least squares in the Smart-PLS 3 software. The instrument used in this article is an adaptation of the questionnaire of Venkatesh et al (2012). The results point to evidence of converging and descriminating validity. This research contributes to the Unified Theory of Technology Acceptance and Use (UTAUT) as it is applied in different environments, evidencing characteristics that may allow its generalization. Finally, in the practical scope, it is possible to use this tool to evaluate and plan the acceptance of a new technology in the organizational scope.

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Learners’ Perspective on Critical Factors to Cloud VLE Success: an Empirical Investigation

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i3.30.18419 ◽

2018 ◽

Vol 7 (3.30) ◽

pp. 507

Author(s):

Rahimah K ◽

A H Nor Aziati ◽

Adnan H.B ◽

Latipah N ◽

Maizurah A

Keyword(s):

Learning Environment ◽

Technology Acceptance ◽

Teaching And Learning ◽

Technical Assistance ◽

Virtual Learning ◽

Education Institution ◽

Virtual Learning Environment ◽

Ease Of Use ◽

Perceived Usefulness ◽

Perceived Ease Of Use

The use of Virtual Learning Environment (VLE) in academic institutions is becoming an imperative for many institutions. The growth of the advanced education system now is depending on the increased of Virtual Learning Environment (VLE) technology utilization. Education institution communities are encouraged to adopt a variety of VLE technology to support the process of teaching and learning. The objective of this research is to measure perspective of VLE acceptance among lecturers in the context of Moodle application by using data from 541 lecturers at selected Higher Education Institutions. A framework of research constructed based on a comprehensive study on the theory of service quality and the Technology Acceptance Model (TAM). Eight factors hypothesized which consist of five independent variables; organization support, knowledge support, technical assistance, system characteristics and lecturer style and innovation, two belief variables; perceived usefulness and perceived ease of use and one dependent variable; behavioral intention to use the VLE. All the factors were tested to determine whether they are important in influencing future use of the VLE and statistical analysis methods determined the key driving factors. Results of regression analysis showed that university lecturers have an above average level of VLE acceptance with the very high level of significant value.

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Immersive Intelligent Tutoring System for Remedial Learning Using Virtual Learning Environment

Indonesian Journal of Science and Technology ◽

10.17509/ijost.v6i3.38954 ◽

2021 ◽

Vol 6 (3) ◽

pp. 507-522

Author(s):

R. Rasim ◽

Yusep Rosmansyah ◽

Armein Z.R. Langi ◽

M. Munir

Keyword(s):

Learning Environment ◽

Technology Acceptance ◽

Intelligent Tutoring ◽

Intelligent Tutoring System ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Tutoring System ◽

Dynamic Learning ◽

Side Component ◽

The Impact

Intelligent Tutoring System (ITS) has been widely used in supporting personal learning. However, there is an aspects that have not become focus in ITS, namely immersive. This research proposes an Immersive Intelligent Tutoring (IIT) model based on Bayesian Knowledge Tracing (BKT) for determining the learner’s characteristics and learning content delivery strategies using genetic algorithms. The model uses remedial learning with a faded worked-out example. This study uses a 3-Dimensional Virtual Learning Environment (3DMUVLE) that implements immersive features to increase intrinsic motivation. This model was built using a client / server architecture. The server side component uses the MOODLE, the client side component uses OpenSim and its viewers, and the middleware component uses the Simulation Linked Object Oriented Dynamic Learning Environment (SLOODLE). Model testing is performed on user acceptance using a combination of Technology Acceptance Model (TAM) and Hedonic-Motivation System Adoption Model (HMSAM) and the impact of the model in learning using statistical test. The results showed 83% of the learners felt happy with the learning. Meanwhile, the evaluation of the impact on learning outcomes shows that the use of this model is significantly different from traditional learning.

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Using the Technology Acceptance Model to Understand Attitudes about a Virtual Learning Environment for EFL Writing

The Korean Association of General Education ◽

10.46392/kjge.2021.15.5.215 ◽

2021 ◽

Vol 15 (5) ◽

pp. 215-227

Author(s):

Charles Copeland ◽

John Franzese

Keyword(s):

Learning Environment ◽

Technology Acceptance ◽

Technology Acceptance Model ◽

Student Attitudes ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Perceived Usefulness ◽

Efl Writing ◽

Statistical Effect ◽

Acceptance Model

This quantitative case study used Venkatesh and Davis’ (2000) technology acceptance model (TAM) to understand EFL student attitudes towards using a virtual learning environment (VLE). The study surveyed 97 undergraduate students enrolled in a required English writing course. The study employed factor reduction to group the variables into the TAM. A standard multiple regression was then performed to determine the effect the variables had on the model. It was found that the perceived ease of use (EoU), output quality (OQ), and results demonstrability (RD) had a positive statistical effect on the perceived usefulness (PU). The subjective norm (SN), EoU, and PU also had a positive statistical effect on the students' intention to use (IU) the VLE for writing. The final standardized regression found a positive statistical effect from IU towards the students' usage behavior (UB). The overall results showed that the more positive a student's EoU, OQ, RD, SN, PU, and IU, the more likely a student will use and accept the VLE for writing. This usage should also help students improve their language level as well as build 4th industrial revolution skills. Teachers should consider the use of VLEs to teach or supplement EFL writing in the future.

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Proposal of an instrument to evaluate interaction spaces in a VLE

Journal of Teaching and Educational Research ◽

10.35429/jter.2019.15.5.1.13 ◽

2019 ◽

pp. 1-13

Author(s):

Rubí Estela Morales-Salas ◽

Daniel Montes-Ponce

Keyword(s):

Learning Environment ◽

Design Space ◽

Collaborative Work ◽

Virtual Learning ◽

Interaction Space ◽

Learning Objects ◽

Traditional Education ◽

Virtual Learning Environment ◽

Discussion Forums ◽

Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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