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 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.

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 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 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

scholarly journals Development of a virtual learning environment for cardiorespiratory arrest training

2016 ◽  
Vol 50 (6) ◽  
pp. 990-997 ◽  
Author(s):  
Anazilda Carvalho da Silva ◽  
◽  
Andrea Bernardes ◽  
Yolanda Dora Martinez Évora ◽  
Maria Célia Barcellos Dalri ◽  
...  
Keyword(s):  
Learning Environment ◽  
Life Support ◽  
Technological Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Urgent Care ◽  
Emergency Vehicle ◽  
Design Development ◽  
Cardiorespiratory Arrest ◽  
Simulation Scenario

Abstract OBJECTIVE To develop a Virtual Learning Environment (VLE) aiming at the training of nursing team workers and emergency vehicle drivers in Basic Life Support (BLS) to attend Cardiorespiratory arrest, and to evaluate the quality of its contents among specialists in the area of Emergency and Urgent care. METHOD Applied research of technological development. The methodology used was based on the Instructional Design Model (ADDIE), which structures the teaching-learning planning in different stages (analysis, design, development, implementation and evaluation). The VLE was composed of texts elaborated from bibliographic research, links, edited video from a simulation scenario in the laboratory and questions to evaluate the fixation of the content, organized in modules. RESULTS After its development, it was evaluated as adequate to satisfy the needs of the target public, by eight expert judges, which was made available for electronic access. CONCLUSION The VLE has potential as a tool for training and qualification in BLS, as it can be easily integrated with other pedagogical approaches and strategies with active methodologies.

The Bricolage Approach of Teaching in a Blended Learning Environment

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Betchie E. Aguinaldo
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Technological Innovations ◽  
Perceived Ease Of Use ◽  
Academic Institutions ◽  
Acceptance Model

The proliferation of technology in various areas in our society can be compare to flowing water that supplies energy to each part of its system. In the field of education, technology pours its strength not only to the process of teaching and learning but also to the continuous improvement of delivery of education. Unfortunately, not all academic institutions are enjoying the benefits provided by technological innovations in education. Various academic institutions have been suffering for several years since the advent of technological innovations in education. Poor academic institutions are far left behind in this educational innovation. This study presented the development of Bricolage Approach of teaching using four types of ICT sustainability. Technology Acceptance Model (TAM) of Davis (1989) was adapted in this study using a customized blended learning environment tool to gauge the students’ acceptability of the Bricolage Approach of Teaching in a blended learning environment. The findings of the study resulted to the increase of students’ knowledge in e-learning tool. Furthermore, result demonstrated concrete evidence of students’ favorable acceptability of Bricolage Approach of teaching in a blended learning environment using TAM’s factor perceived usefulness, perceived ease of use, attitude towards usage and behavior intention to use.   Keywords: Bricolage approach; Bricola; Blended learning; Technology Acceptance Model (TAM)

scholarly journals Individualization and Differentiation of the Content of Primary Education by Using Virtual Learning Environment “EDUKA class”

Pedagogika ◽  
2018 ◽  
Vol 130 (2) ◽  
pp. 131-147 ◽  
Author(s):  
Renata Kondratavičienė
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Primary Education ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Process Data ◽  
Teaching Environment ◽  
Quantitative Survey ◽  
Virtual Teaching

The article reveals the concept of individualization and differentiation of curriculum content in a real and virtual learning environment. It examines how the virtual learning environment (EDUKA class) features the ability to personalize and differentiate tasks, use digital textbooks and virtual material, provide and receive feedback, monitor progress and learning outcomes, and help to individualize and differentiate the content of elementary education at school. In order to evaluate the use of the core functions of the virtual teaching environment “EDUKA class” – working with groups, tasks and lesson material, feedback and learning outcomes and tracking progress - to differentiate and personalize the content of primary education, a quantitative survey was conducted - a written survey of respondents. It took place in 2017 from June to August, 109 Lithuanian primary school teachers were actively interviewing the virtual learning environment “EDUKA class” in the learning process. Data received by respondents in response to closed questions were analyzed by the SPSS (Statistical Package for Social Sciences) for Windows 17.0 program. Descriptive statistics used for quantitative survey processing. The qualitative analysis (i. e. content analysis) was used to analyze the answers to open questions in the questionnaire. The results of the research showed that in the virtual teaching environment “EDUKA class”, the teacher quickly and comfortably divides students into homogeneous groups according to their talents, progress, inclinations, interests. Based on the individual differences of pupils, the teacher creates open-ended tasks and closed-ended tests in accordance with the complexity of the group’s students. Conducts teaching materials (files, links) created and used in the educational process. Environment The “EDUKA class” facilitates teacher work by differentiating learning content, monitoring student learning outcomes and progress by providing feedback to students and their parents.

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