Predicting instructional effectiveness of cloud-based virtual learning environment

Abstract

Purpose Cloud computing technology is advancing and expanding at an explosive rate. These advancements have further extended the capabilities of the virtual learning environment (VLE) to provide accessibility anywhere, anytime where educational resources can be saved, modified, retrieved and shared on the cloud. The purpose of this paper is to examine the predictors of instructional effectiveness of cloud computing VLE by extending the Self Determination and Channel Expansion Theory with external constructs of VLE interactivity, content design, school support, trust in website, knowledge sharing attitude and demographic variables. Design/methodology/approach Random sampling data were collected in two waves of nation-wide survey and analyzed with artificial neural network approach. Findings SDT, CET, content design, interactivity, trust in website, school support and demographics significantly predict instructional effectiveness. Research limitations/implications The study has provided a new paradigm shift from investigating the behavioral intention and continuance intention to the effectiveness of an information system. It advocates that quality of research may be improved by adhering to the basic research methodology starting from rigorous instrument development and validation to future research direction. Practical implications The research provides implications to Ministry of Education, the VLE content and service providers, scholars and practitioners. Social implications The findings of the study may further improve the quality of living of the society when the instructional effectiveness of the cloud-based VLE is further enhanced. Originality/value Existing grid computing VLE studies have focussed on the acceptance of students and teachers and not its instructional effectiveness. Unlike existing studies that examined extrinsic motivational factors (e.g. TAM, UTAUT), this study uses intrinsic motivational factors (e.g. relatedness, competence and autonomy) as well as perceived media richness. Malaysia is the first nation to implement the VLE at a national scale and the findings from this study will provide a new insight on the determinants of instructional effectiveness of the VLE system.

The Use of Electronic Frog VLE in Assisting Reading Comprehension Activities

“…The model of accepting technology is furthered discussed by [34] who stated that if the teachers possess positive views on Frog VLE, the intention of using technology will be high and thus give positive impact on the pupils' learning. The result of the study is supported by another [35] stated that some teachers who did not realize the benefits of ICT, lack of technology facilities in schools, lack of class management control, low proficiency in English and limited access to internet also the challenges that cause such belief by teachers. Therefore, the following findings on the challenges guided and give positive insights to carry out this research and thus help the researchers in analysing the findings of the research.…”

“…Moreover, the facilities in school also important in ensuring the pupils enjoy the reading activities effectively. This is supported by [35] who stated that technology facilities in school is one of the challenges that could impact on it. The findings of the pupils' perception on reading comprehensions skills, reading comprehension activities via Frog VLE and also perceptions on the challenges are important for the researchers as to understand the effectiveness of the technique implemented to the pupils before.…”

Patterns in the appropriation of a learning management system by instructors based on Q-methodology

“…Furthermore, Raman and Don (2013) confirmed the use of the extension of the unified theory of acceptance and use of technology (UTAUT2) for the context of LMS usage and state that performance expectancy and effort expectancy have impact on the behavioral intention. As these example studies and the overview by Hew and Syed Abdul Kadir (2016) show, studies on the adoption and usage of LMSs are usually based on TAM, UTAUT, UTAUT2 or variants of these. The key concepts of theses models are perceived usefulness, performance expectancy, perceived ease-of-use, and effort expectancy.…”

El Uso De Estrategias Socioafectivas en El Aula Virtual De Traducción: Una Propuesta Didáctica

“…Proponemos añadir a la lista la autonomía, "relatedness", o la necesidad de vincularse con los otros miembros del grupo (Hew & Kadir, 2016). Utilizando la base teórica de Oxford (2011), este artículo propondrá un uso real y eficaz de las estrategias socioafectivas en una clase virtual de traducción.…”

“…Esto atiende también a los diferentes niveles de habilidades y experiencias de los estudiantes en cuanto al uso de tecnología (Hew & Kadir, 2016); • usar materiales que permitan a cada estudiante establecer conexiones con el mundo profesional. El material utilizado ha de ser relevante en cuanto a las necesidades y metas profesionales del estudiante; • adaptar el programa del curso (dentro de los límites permitidos por el syllabus) según las metas de los estudiantes y sus experiencias pasadas.…”