Teachers’ perception towards virtual learning environment

Abstract

Nowadays, teachers are having difficulty in integrating technology into the curriculum and instructions besides needing extra time to integrate it. The introduction of Frog VLE (Virtual Learning Environment) application in schools has raised the necessity to investigate teachers' perception where the implementation of Frog VLE is highly influenced by teachers' tendency of using the tool. Thus, the objectives of this study are to identify the teacher's perceptions to use the application as one of the tools for teaching and learning based on level of readiness, also, based on the main construct of Technology Acceptance Model (TAM) which include teachers' acceptance, perceived usefulness and perceived ease of use. This study also investigates the influence of the application towards teacher's perception. This study applied survey design using a questionnaire. The questionnaire was self-developed and is reliable with the reliability value of 0.98. Samples were selected using purposive sampling where 178 school teachers in Johor state who had used the application participated in this study. Questionnaires were distributed during face-to-face meeting and via online. Data were analysed to obtain mean, frequencies and correlation values using the SPSS software. Multiple regression was conducted to finally investigate the influence of VLE towards the teacher's perception. Teachers level of readiness is at the moderate level (mean = 3.67) and they also moderately accept the implementation of Frog VLE application (mean = 3.65). The teachers' also feel that Frog VLE application is useful (mean = 3.58) and it is quite easy to use (mean = 3.34) for teaching and learning. However, teachers' acceptance is not related to their readiness, their perception to use Frog VLE application based on its usefulness and ease of use at p < 0.05 confidence level. The findings also showed that teacher's years of teaching experience can influence teacher's readiness towards the application (r = 0.148), with teachers' acceptance (r = 0.158) and with teachers' ease of use (r = 0.161). Conclusively, there were teachers' who were ready to use the application but there were also teachers who did not easily accept the used of the application. Teacher's perception towards the application also depends on their years of teaching experience in schools. Nevertheless, implementation of the application should consider teachers' skill of using the application, teachers' time management and workload, ICT infrastructure in schools and usage of the application for teaching and learning.