Abstract

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).

Citation

Mamat, I., Yusoff, A.S.M., Abdullah, W.S.W. & Razak, F.Z.A. (2015). Factors Contributing Pre-School Trainees Teachers Adoption of Virtual Learning Environment: Malaysian Evidence. Turkish Online Journal of Educational Technology, 14(2), 73-79. Retrieved August 10, 2024 from https://www.learntechlib.org/p/160586/.

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Keywords

• educational technology
• Elementary Secondary Education
• Foreign Countries
• Instructional Effectiveness
• Intention
• online courses
• preservice teachers
• Questionnaires
• Structural Equation Models
• Student Teacher Attitudes
• Surveys
• teaching methods
• technology integration
• Technology Uses in Education
• Virtual Classrooms