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 integrate...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Sakarya University
2015
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| Subjects: | |
| Online Access: | http://eprints.unisza.edu.my/6688/1/FH02-FSSG-15-03878.jpg http://eprints.unisza.edu.my/6688/ |
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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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