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

Rienties, Bart; Giesbers, Bas; Lygo‐Baker, Simon; Serena, Hoi Wah; Rees, Roger

doi:10.1080/10494820.2014.881394

Cited by 106 publications

(73 citation statements)

References 31 publications

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“…There is also a need to improve the frog VLE application itself to make it more user friendly. When users of a new VLE technology struggle with a particular functionality, easily accessible, clear and searchable support materials are important factors in accepting a VLE [5]. Research on the effectiveness of frogVLE and how to integrate it into teaching should be done.The findings must be shared to teachers to improve their teaching using frogVLE.…”

Section: Discussionmentioning

confidence: 99%

“…It allows learning and teaching to occur anywhere in accordance with the learning of the 21st century, which is characteristically flexible and student-centered. A virtual learning environment helps teachers in managing student learning processes virtually [5]. The use of frogVLE creates an interactive learning environment that is capable of attracting students to science subjects.…”

Section: Introductionmentioning

confidence: 99%

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FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Ramli

Saleh

2019

Education Sciences

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The frogVLE application was launched in Malaysia to provide a virtual learning environment in order to produce competitive and relevant students in the 21st century. As science is one of the most important subjects for the development of a nation, the perspective of teachers as policy implementers should be taken into account in ensuring that the desire is achieved. Hence, this study aimed to investigate the level of application of frogVLE in secondary school science teaching in the northern peninsular of Malaysia. This qualitative study involved 50 secondary school science teachers in Perak, Kedah, Penang and Perlis. Each respondent was required to answer a questionnaire which consists of 20 questions. Five teachers were randomly interviewed by the researcher. The data were analyzed descriptively. The analysis results provide a real picture of how the frogVLE application is used in teaching, as well as the issues, challenges and suggestions for improvements in frogVLE while teaching secondary school science subjects. The findings from this study are expected to help the Ministry of Education to develop programs and improve the use of the frogVLE application in teaching science in secondary schools. In conclusion, a virtual learning environment such as the frogVLE application can only be used optimally to help improve science teaching excellence if the relevant issues are solved and supportis received from all parties.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Ramli

Saleh

2019

Education Sciences

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“…As DL instructors struggled to find their rhythm in the new teaching environment, communication tools like Learning Management Systems (LMS), Course Management System (CMS) and other distance learning communication platforms were underutilized. Findings of Rienties, Giesbers, Lygo-Baker, Ma, and Rees, (2016) showed that majority of open distance learning instructors underutilized the communication tools provided for distance learning environment. Particular reference is to the use of virtual learning system (like FrogVLE).…”

Section: Malaysian Online Journal Of Educational Management (Mojem)mentioning

confidence: 99%

Communication Management in Distance Learning Scale Validation

Kayode¹

2018

MOJEM

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The aim of this study is to investigate the relationship between communication management indicators namely communication practices, communication tools and learners' cognitive engagement in distance learning programme. A set of hypotheses concerning correlational links between constructs are derived from the literature. This study was conducted using quantitative approach. Questionnaire was used to elicit responses from 405 randomly selected distance learners from three Malaysia Public universities offering distance-learning programmes. Data analysis was conducted using Analysis of Moment Structures (AMOS) version 18 software to test the relationship between communication practices, communication tools and learners' cognitive engagement. Confirmatory Factor Analysis (CFA) was conducted to establish the validity and reliability of the items. Tests of hypotheses provided evidence of measures of fit and statistical significance of the measurement model. The findings provide evidences of model fit and that effective communication practices and communication tools have strong positive relationship with students' cognitive engagement. The study establishes the relevance of communication management in enhancing self-directed, self-motivated and self-dependent distance learners.

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“…Mohiddin and Khalid (2014) state that 2% of the teachers use Frog VLE in learning. The majority of teachers only use VLE as a repository for students to acquire learning materials such as PowerPoint and reading lists (Rienties, Giesbers, Lygo-Baker, Ma, & Rees, 2016). Teachers' awareness of working in the 21st century and the lack of encouragement for teachers from the school to use technology in teaching in the classroom environment is also an issue (Uche & Chiemezie, 2016).…”

Section: B Issues and Challenges Of Using Frog Vles In Science Learningmentioning

confidence: 99%

Use os Frog VLE in Science Learning

Rahayu¹,

Syafril²,

Nor³

et al. 2018

Preprint

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Frog Virtual Learning Environment (Frog VLE) is one of the supporting learning applications utilizing Information and Communication Technology (ICT) in 21st-century science learning. This paper concept tries to look at various issues in using VLE Frog to carry out science learning activities. Some previous studies were analyzed in depth for this purpose. The results of the analysis show that Frog VLE has not been widely used to support teacher science learning. In fact, the VLE Frog needs to be given a serious support to add to the process of learning science in the future, the teacher must be given continuous and consistent training in the use of the Frog VLE in the process of learning science.

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

Cited by 106 publications

References 31 publications

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Communication Management in Distance Learning Scale Validation

Use os Frog VLE in Science Learning

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