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Teachers’ Perceptions of E-Learning in
Malaysian Secondary Schools
Cheok Mei Lick & Dr Wong Su Luan
[Universiti Putra Malaysia]
Introduction
Previous initiative, to increase ICT usage
in schools known as the Smart Schools’
project found that 80% of the teachers
used ICT less than one hour per week, and
this was also mostly limited to word-
processing (UNESCO, 2013).
Introduction
Malaysian Education Blueprint (2013-2015),
1BestariNet and software will be provided to all schools.
1BestariNet project (MOE) provides access to a personal
online integrated learning space, known as FROG VLE
and high-speed connectivity by June 2014.
Will cost Malaysian taxpayers RM1.5 billion and
implementation expected to run over 13 years.
Introduction
•Malaysian context of VLE usage
Supplementary to face-to-face teaching in the
classroom
•Teachers’ slow uptake of e-learning. Why?
•According to Lortie (1975) it is because
teachers are not sure if the changes will work.
Introduction
•So Guskey (1986) proposed 2 advise:
Management need to understand
what motivates teachers
processes by which change occurs
•Purpose of this study
Research Questions
•What are the benefits of e-learning for
teaching as perceived by teachers?
•What are the barriers of e-learning
implementation as perceived by teachers?
•What suggestions do they have to improve
the e-learning teaching and learning
environment in schools?
Introduction
• Initial evidence seemed to suggest that many
schools are experiencing difficulties with the
implementation and development of VLE.
•This study is an attempt to understand the
reasons for this by studying teachers’ attitudes
and perceptions.
•Measures can then be taken to maximize the
uptake of the VLE.
Methods
•Participants
•The participants of this study included 60
in-service teachers; 40% are males and
58% females.
• 57% are above 40 years old.
•Only 18% of the participants claimed not to
have received any training.
Methods
• Instrument
•To explore the teachers’ perceptions towards
the e-learning, three open-ended questions
were asked through a survey form distributed
to secondary school teachers.
•Data collected were analysed for key themes
and patterns
Finding: Benefits_students
Create interest
Easy access to materials and resources
Improve learning outcome
Increase self-directed learners
Flexible
Increase ICT usage and awareness
Increased interaction
Finding: Benefits_teachers
Easy to use
Organised their teaching materials and resources
Reduced printing
Finding: Barriers_within the school
Time
Training and exposure
Need of technical support
Role of management
Not proficient in English
Validity of information
Too large a class
Poor internet connection
Insufficient laptops/computers/LCDs
Finding: Barriers_beyond the school
No internet connection at home
Findings: Suggestions
•Training
•Technical support
•Facilities
•Awareness programmes
•Frog VLE’s Relevance
•Restrictions on access
Discussion & conclusion
• This study examined teachers’ perceptions towards FROG VLE implemented since 2013 in all schools nationwide.
• Lacking in facilities are the number one challenge among the teachers studied.
• Teachers are in need of ongoing training in technology integration.
• Lackadaisical attitude among teachers, administrators, government agencies
Discussion & conclusion
• Assessment remains the same
Prof. Sugata [FROG Leap Conference
2013] offered two suggestions:
•Reduce administrative load
•Give teachers the liberty to play with
the VLE (trial and error period)
To conclude
•The only source of knowledge is
experience
Malaysian teachers must start experimenting
and experiencing with e-learning or we will
be left far behind.
Future research is suggested to explore
schools where teachers’ succeed in delivering
e-learning lessons despite the multiple odds
against them.