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

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.

scholarly journals Traditional versus virtual learning: How engaged are the students in learning English literature?

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Siti Hajar Halili ◽  
Nurul Hanani Abdul Rahman ◽  
Rafiza Abdul Razak
Keyword(s):  
Learning Environment ◽  
School Engagement ◽  
Teaching And Learning ◽  
English Literature ◽  
Descriptive Analysis ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Traditional Learning ◽  
Four Dimensions ◽  
Learning English

This study is aimed to investigate students’ levels of engagement in learning English literature for traditional learning and virtual learning environment. There are four dimensions of engagement that were studied, which are the cognitive, behavioural, emotional and agentic engagement. A self-determination theory perspective on student engagement by Reeve (2012) was used for the foundation of this study. A questionnaire of School Engagement Measure was used to collect data from 80 respondents. The data were analysed using descriptive analysis utilizing the SPSS software. The results of this study show that the engagement level of the virtual learning environment is higher than the engagement level of the traditional learning. Based on the results, further research is recommended to focus on the effectiveness of virtual learning environment in the classroom for the teaching and learning process.

scholarly journals A Mediated Approach to the Virtual Learning Environment (VLE)

2021 ◽  
Vol 10 (2) ◽  
pp. 1-10
Author(s):  
Robert Akinade Awoyemi ◽  
Richard Oluwadolapo Awoyemi
Keyword(s):  
Learning Environment ◽  
Technology Acceptance ◽  
Learning Outcomes ◽  
Technology Acceptance Model ◽  
Technological Development ◽  
Academic Library ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Library Users ◽  
Acceptance Model

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.

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

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.

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

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.  

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

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.

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

2014 ◽  
Vol 24 (3) ◽  
pp. 539-552 ◽  
Author(s):  
Bart Rienties ◽  
Bas Giesbers ◽  
Simon Lygo-Baker ◽  
Hoi Wah Serena Ma ◽  
Roger Rees
Keyword(s):  
Learning Environment ◽  
Technology Acceptance ◽  
Virtual Learning ◽  
Virtual Learning Environment

The Application of Virtual Learning Environment (VLE) in Malaysian Schools

2021 ◽  
pp. 67-89
Author(s):  
Hafizoah Kassim ◽  
Wan Rosmini Hassan
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Global Changes ◽  
Ministry Of Education ◽  
Change Initiatives ◽  
Learning Practices ◽  
Teachers And Students

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.

Cloud Computing Enabled Virtual Learning Environment

2013 ◽  
Vol 4 (3) ◽  
pp. 52-65
Author(s):  
Rabindra Ku Jena
Keyword(s):  
Cloud Computing ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Cost Effective ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Technological Advancement ◽  
Learning And Teaching ◽  
Information And Communication ◽  
E Learning

Recent advances in Information and Communication Technology (ICT) provide an opportunity to build a self growing and sharing virtual environment for teaching and learning. Cloud computing is one of the latest technological advancement in ICT domain. Cloud computing technologies have changed the way applications are developed and accessed. A Virtual Learning Environment (VLE) is a system for delivering learning materials to students via the web. Cloud computing is provides one of the most emerging cost effective solution for virtual learning and teaching environment. This paper discusses how cloud computing has been contributing to virtual learning environment and an overview of the current state of the structure of Cloud Computing based e-learning is discussed. The readers will also find a brief overview of cloud computing and the different efficient cloud based virtual learning models. Towards the end different offers from different cloud vendors are discussed.

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