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.