WEEK 2:
ARTICLE: Teachers’ Perceptions of E-Learning in Malaysian
Secondary Schools
This article investigates teachers'
preparation of E-learning in Malaysian secondary schools. In this study,
teachers’ perceptions are studied based on the implementation of an online
learning platform which is FROG VLE. A qualitative methodology is employed to
identify the views and experiences of the implementation of FROG VLE among 60
secondary school teachers in three secondary schools in Malaysia.
The Frog Virtual Learning
environment is recognized as a cloud-based learning environment that imitates the
traditional face-to-face teaching and learning. It is the government’s
initiative to leverage the usage of ICT in schools. FROG VLE comprises various
features that assists the teachers in their teaching process. It supports
e-learning activities and also provides a rich media environment with numerous
graphics, video, animation, sound and hyperlinks. Besides, it also offers many
benefits to teachers such as group chat and discussion, assignment submission
and course assessment. Moreover, it is cost-saving and enhances teaching
effectiveness. Overall, FROG VLE provides an abundance of educational resources
and cool apps from around the web for easy accessibility during teaching and
learning sessions.
This study conducted a qualitative
methodology and the data were collected by using the open-ended questionnaire.
The findings were divided into three sections based on three research
questions. The first section is the benefits of teaching online for teachers
and students. Most teachers mentioned FROG VLE has created great interests
among students as well as easy access to abundance of materials and resources.
Teachers also recognized that this online learning approach enables the
student-centered learning compared to teacher-centered. In addition, many teachers
stated that the FROG VLE makes their job easier than the traditional approach
as it is easy to use, helps them to organize the teaching and learning
materials, saves time and cost-saving in which they are not required to print
or distribute handouts.
The second section is the barriers
of teaching online. The barriers are viewed within and beyond the school. The
lack of time of e-learning implementation, lack of technical support, low
proficiency in English language, limited ICT skills, the large class size as
well as slow internet connection are highlighted as the barriers within the
school. Moreover, teachers also mentioned that beyond the schools, students
would face difficulties as not all students have the computers and internet
access at home.
The third section is the suggestions
for improvement which are, more training and assistance in delivering the
e-learning, providing and upgrading the facilities, conducting the awareness
programs in regards with the e-learning initiatives and the FROG VLE’s
relevance. In this study, the implications for teacher preparation, staff
development and education reform are suggested in order to cater the issue.
Based on our perspectives, the
researchers were able to explain comprehensively on this issue. They managed to
point out the benefits, barriers and also improvements for this issue which are
really important for the educators and the government to obtain the real
situation of the implementation of FROG VLE in schools. This also may reflect
the relevance and effectiveness of this online learning platform towards
students’ performance at schools. The article is well written and it is a very
interesting issue that can be used as the reference for other online learning
platforms.
BY: NUR SYAZANA
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