PERCEIVED USEFULNESS AND LEARNING IN A VIRTUAL LEARNING ENVIRONMENT: EVIDENCE FROM THE USE OF MOODLE IN UNDERGRADUATE UNIVERSITY STUDENTS

2018 ◽  
Author(s):  
María-Pilar Llopis-Amorós ◽  
Vanessa Roger-Monzó ◽  
Fernando Castelló-Sirvent ◽  
Maria-Eugenia Ruiz-Molina
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Perceived Usefulness ◽  
Undergraduate University Students

scholarly journals The Acceptance and Use of the Virtual Learning Environment (VLE) in Higher Education: A Contextual Study of Royal University of Bhutan

2021 ◽  
pp. 20-36
Author(s):  
Khem Prasad Gautam ◽  
Dhanapati Sharma ◽  
Kinga Wangpo ◽  
Sonam Dema
Keyword(s):  
Learning Environment ◽  
Behavioral Intention ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Perceived Usefulness ◽  
Self Report ◽  
Actual System ◽  
Tam Model ◽  
System Use ◽  
Positive Effect

Aims: The study was conducted to explore the factors that influence the acceptance of Moodle (VLE) among students and to study the behavioral intention of students to use VLE in Royal University of Bhutan (RUB) based on modified technology acceptance model (TAM). Study Design: This exploratory research incorporated a quantitative approach. Place and Duration of Study: The study was conducted in nine constituent colleges under Royal University of Bhutan (RUB) in the period of one year (2019-2020). Sample: A total of 384 samples were drawn from population size of 9590 students under RUB colleges proportionately by using Yamane (1967) formula of sample determination.  Methodology: The research used the modified TAM model to study the factors that influence the acceptance of virtual learning environment (VLE) and the behavioral intention of students to use VLE. This study mainly used primary data collected through a self-report online questionnaire adopted from context-based literature. Results: The study observed that while the facilitating condition (FC) has a weak positive effect on perceived usefulness (PU) of VLE, the users’ experience (E) has a very strong positive influence over it. However, self-efficacy (SE) and subjective norms (SN) do not affect PU. Similarly, SE, E and SN have a positive effect on perceived ease of use (PEU), but the effect of SE is observed to be very strong. However, FC does not affect PEU. PEU has a very strong positive effect on PU, and both PEU and PU strongly affect the behavioral intention (BI) to use VLE. BI also has a strong positive affect on actual system use (SU). The study also observed that students in RUB demonstrate a high degree of behavioral intention to use VLE which appears to be a strong indicator of actual system use. Conclusion: The study concludes that the students’ experience in using VLE is comparatively more important determinant of perceived usefulness than the technical and infrastructural support that enables them to use VLE; the better the experience of using VLE the more useful it appears. Similarly, students’ ability and the perceive social pressure to use VLE do not influence the students’ perception about the usefulness of it. However, if students are confident in their ability to use VLE, it appears easy to them, and if they perceive VLE to be user friendly, they consider it very useful. Students intend to use VLE when they are convinced that the system is useful and easy to use.

scholarly journals Factors Affecting Teachers Attitude towards Designing Virtual Learning Environment

2020 ◽  
Vol 5 (SI3) ◽  
pp. 173-179
Author(s):  
Kumar Raman ◽  
Norasmah Othman ◽  
Haryanti Mohd Affandi ◽  
Indera Irawan Md. Rawi
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Publishing House ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Information And Communication

In many developing countries, Information and Communication Technology had been introduced. Its integration with the curriculum is limited. In view of this, a survey was conducted to examine the factors that affect teacher’s attitude in adopting virtual learning environment in their classroom teaching. The result of regression analysis revealed that Perceived usefulness and Perceived ease of use, had been seen to have more considerable significance than Social Influence and Facilitating Condition in affecting teacher’s attitude to adopt Frog VLE. Together these constructs explained 57 per cent the variance in teacher’s intention to use VLE application in their teaching. Keywords: Virtual Learning Environment; ICT in teaching and learning; teacher’s attitude towards e-learning eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2560

First-Year Students' Experience With Virtual Learning Environment

2021 ◽  
pp. 366-397
Author(s):  
Abdulbaqi Badru ◽  
Nurudeen Ajayi
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
First Year Students ◽  
Adoption Of Technology

The integration of ICT in the education system has led to the continuous development and adoption of technology-enhanced learning (TEL) platforms such as the virtual learning environment (VLE) to facilitate and activate TEL practices in higher education institutions. The use of VLE such as MOODLE and Blackboard is proliferating; however, the experience of users in determining the relevance of VLE in enhancing teaching and learning has been identified to be an important factor in the successful use of VLEs. This chapter employed a quantitative method to examine students' experience in using VLE at the University of KwaZulu-Natal. The chapter also presents the result of the investigation into the influence of students' computer self-efficacy on their perceived ease of use, usefulness, and attitudes towards the use of VLE. The results of this study show that students believe that VLE enhances their learning. Furthermore, the results show that self-efficacy has a weak influence on students' perceived ease of use, perceived usefulness, and attitudes towards the use of VLE.

Virtual Learning Environments as a Continuous Assessment Tool in University Students

2019 ◽  
pp. 229-252
Author(s):  
Piero Espino Román ◽  
Eugenia Olaguez Torres ◽  
Ricardo López Hernández
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Virtual Environment ◽  
Assessment Tool ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Academic Program ◽  
Continuous Assessment ◽  
Teacher Student ◽  
The University

This chapter presents the development of a virtual learning environment through the use of e-assessment based on web technologies. This virtual environment development consists in the use of Code Igniter developed by EllisLab. Bootstrap was also simultaneously used, which is a framework developed within Twitter, with the objective of standardizing the tools that are used in the development. This virtual environment allowed to assess and keep track of the work of a selected group of students from the Mechatronics Engineering academic program of the Universidad Politécnica de Sinaloa in Mexico, which, throughout the course, allowed teachers to manage the students' assessments. As a conclusion, it was found that the virtual learning environment using e-assessment contributes to the teacher-student interaction within a virtual environment and in an online modality. Finally, it was reported that time spans in different areas were optimized, such as the areas of elaboration, design, application, and feedback of the university students' assessment.

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.

Proposal of an instrument to evaluate interaction spaces in a VLE

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.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment
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