Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers’ level of intention to continue using VLE technology and investigate factors influencing teachers’ decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers’ intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Malaysian teachers is at the moderate level. Despite this, the percentage of the teachers with high intention to use VLE whenever they have access is higher than those with the low intention. Qualitatively, accessibility factor was the main factor experienced by the participants of this study reducing the VLE integration into teaching. Further investigation is necessary to study the factors and suitable planning and policy that contribute to the intention to continue using VLE among Malaysian teachers.
Flexible online programmes and learning are gaining popularity as a means of educating students. It can also facilitate the delivery of knowledge to pupils, as well as facilitating the learning process. The purpose of this study was to investigate Online Learning Challenges following the Covid-19 pandemic outbreak in Malaysia. This study employs the qualitative and Fuzzy Delphi Method in collecting the data. In the qualitative research phase, open-ended questions were distributed to 118 participants, while in the Fuzzy Delphi phase, expert questionnaires were distributed to 7 experts in the field of study. Qualitative data were analysed using Atlas-ti software, whereas Fuzzy Delphi data was analysed using Fudelo 1.0 software. The qualitative study discovered that students confront seven significant challenges: internet coverage, mental fatigue, learning devices, environmental disturbance, pedagogical challenges, lack of motivation, and social interaction.Meanwhile, the fuzzy Delphi analysis of the expert consensus of the theme is at a reasonable level. The overall expert consensus agreement findings exceed 75%, the overall value of the threshold (d) is 0.2, and the -cut exceeds 0.5. The study provides important insights into online learning issues and the fields for further improvement. This study also discusses the avenue for future research by future researchers for more significant benefits and contributions to knowledge in general.
Education for sustainable development allows each modern humans being to obtain the information, skills, attitudes and principles necessary to shape a sustainable future. The word Geo derives from the Greek word meaning "earth," which can also be interpreted in the sense of land, global or Earth-related. The purpose of this study is to analyze expert consensus for the new educational module, Geo-Education. The objective of this study is to obtain from 12 expert views to build the questionnaire of Fuzzy Delphi Method (FDM) in 10 points Likert scale and consensus on Primer; Natural Ecosystem; Issues and Problems; Sustainable Lifestyle; and Cross-Curricular. The methodology of this research used quantitative fuzzy Delphi analysis. The instrument consists of five sections covering 25 review items for expert consensus. The findings show that experts have consensus agree on all 25 items exceeds 75%, and all defuzzification values for each item exceeds the value of α-cut = 0.5. That means all those items are accepted by the experts. Fuzzy Delphi Method enhanced the accuracy of the questionnaire about Geo-Education module. This study has provided preliminary information on Geo-Education module aspects that need to be focused on Primary; Natural Ecosystem; Issues and Problems; Sustainable Lifestyle; and Cross-Curricular in the process of developing effective teaching and learning modules. The implication concludes that the Geo-Education Module can be used as guidance to the Ministry of Education Malaysia to supplement the teaching materials to teachers training institutes.
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