Factors Contributing Pre-School Trainees Teachers Adoption of Virtual Learning Environment: Malaysian Evidence
Virtual Learning Environment (VLE) has become the main mechanism in supporting on-line education either in primary or secondary school. Although VLE efforts are considered to be a significant corporate investment, many surveys indicate high drop-out rates or failures. This research uses an integra...
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| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Language: | English English |
| Published: |
2015
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| Subjects: | |
| Online Access: | http://eprints.unisza.edu.my/641/1/FH03-IDAMAN-15-04572.pdf http://eprints.unisza.edu.my/641/2/FH03-IDAMAN-15-04573.pdf http://eprints.unisza.edu.my/641/ |
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| Summary: | Virtual Learning Environment (VLE) has become the main mechanism in supporting on-line education either in
primary or secondary school. Although VLE efforts are considered to be a significant corporate investment,
many surveys indicate high drop-out rates or failures. This research uses an integrated model in order to
assessing the influence of IS-oriented, psychological and behavioral factors on instructors’ adoption of virtual
learning systems. Survey data collected from 76 pre-school teachers were analyzed using structural equation
modeling to examine the theoretical model. The research results show that, perceived ease of use and
compatibility increase pre-school teachers intention to use virtual learning systems; however, perceived ease of
use is the most important factor affecting on intention and actual use of the system (adoption). |
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