The Relationship among Student’s Domain of Learning Development Implementing Virtual Learning in Higher Learning Institutions
Virtual learning environments (VLEs) are the basic components of contemporary distance learning, but can also be integrated with a physical learning environment which may be referred to as blended learning. The success of a VLEs implementation depends to a considerable extent on student acceptance a...
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| Main Authors: | , , |
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| Format: | Non-Indexed Article |
| Published: |
2016
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| Online Access: | http://discol.umk.edu.my/id/eprint/8178/ http://www.ijiet.org/vol6/725-T0019.pdf |
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| Summary: | Virtual learning environments (VLEs) are the
basic components of contemporary distance learning, but can
also be integrated with a physical learning environment which
may be referred to as blended learning. The success of a VLEs
implementation depends to a considerable extent on student
acceptance and use of such an e-learning system. Therefore, the
aim of this study is to determine the relationship among domains
of learning (cognitive, psychomotor and affective) of the
student’s in the implementation of VLEs in Higher Learning
institutions. Through the purposive sampling techniques,
questionnaires were distributed to 113 academic scholars in
higher learning institutions (HLI) from various academic
qualification, expertise and experiences. All hypothesis tested
were significant. However, results of the correlation coefficient
(r) values < 0.4 verifies that a weak positive relationship exists
among all the domains of learning. Findings reveal that all the
cognitive, psychomotor and affective skill influence each other.
Through the findings, HLI practitioners and technologist could
consider the ease use for VLEs in order to encourage the
cognitive, psychomotor and affective skill development. |
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