Virtual Learning Environment: Teachers Attitudes and Perspectives - Research Paper Example

Virtual Learning Environment: Teachers’ attitudes and perspectives BY YOU YOUR SCHOOL INFO HERE HERE This study recruited 12 educators in a Kuwaiti intermediate school district to determine their level of interest and favourability regarding the recent implementation of virtual learning environments in the classroom. The study, consisting of a 50/50 representation between female and male educators, uncovered interesting results. Findings indicated that female educators in the 26 to 30 year old demographic maintained much more favourable attitudes about VLE relevancy and usefulness than their other participant counterparts. Though males indicated much higher levels of computer competency, there was disparity regarding favourability in self-reported outcomes. The study found the most notable correlation was related to age demographics and favourable attitude about these technologies. 1.0 Introduction It is becoming a global phenomenon to integrate information and communications technologies (ICT) into the educational system as a means of revolutionizing what is considered to be outdated traditional systems. ICT is said to improve student learning. As a result, many learning institutions are implementing virtual learning environments (VLE), a type of platform for learning, which is designed to model traditional, face-to-face education through the provision of virtual access to curriculum content, homework, testing templates, and a variety of other applications. VLEs often serve as social forums whereby educators and students alike can interact, usually inclusive of chat systems or threaded discussions. Virtual learning environments sustain many of the same mechanisms associated with distance learning, however VLEs provide considerable flexibility for integration within a tangible learning environment, a system referred to as blended learning. Virtual learning occurs either in real-time whereby educators are active in teaching live classes in a virtual classroom setting. These systems are also viable for self-regulated learning processes, whereby students are given instructions to complete their assignments independently by accessing the VLE system. Under the blended learning model, teachers and students can schedule meetings online through a real-time web-based system, hence improving synchronous collaboration and question/answer periods. Virtual learning environments have been implemented in Kuwaiti intermediate schools in an effort to improve student comprehension and the quality of educational delivery. However, there has been considerable criticism about VLEs as the cost of implementation of these systems is quite substantial and, historically, the long-term benefits of virtual learning have been quite modest (Benzie, 1995). As a result, a primary research study was developed to determine the attitudes and beliefs of educators in Kuwaiti public schools regarding their utilisation of the virtual learning environment. The research maintained three distinct objectives: 1. Determine the attitudes of EFL teachers in Kuwait middle schools regarding VLE in education. 2. Assess the current level of teacher computer competence 3. Determine whether there are correlations between teacher attitude and their level of competence using computer systems. The aim of the study was to determine the extent to which EFL educators considered VLE to be a viable teaching methodology in the contemporary educational environment. By assessing attitudes and competencies, it could provide a framework by which to benchmark planning and implementation of virtual learning environments to make them more effective and productive. It was hypothesized that if there were inferior computer competencies, it could impact attitude about the relevancy of the system. Concurrently, if competencies in computer application were higher, it might enhance attitude about the viability of VLE. 2.0 Methodology This research study investigated EFL teachers’ perspectives on VLE in the intermediate educational environment in a particular Kuwaiti province. In the Hawally province, the VLE system was first introduced to teachers and students in 2012 as an initiative national project to develop and modernise education in public schools. Hawally is a central commercial centre in the country that maintains significant volumes of computer-related products, hence making it an ideal region for study. Recruitment of an appropriate sample utilised a simple random sampling method, procuring a small subset of potential respondents from a larger population (the intermediate school district). This method selects individuals randomly, a type of unbiased selection, appropriate when variables and characteristics about the population (i.e. competency, training, and attitude) are not widely known (Yates, Moore & Starnes, 2008). It was determined that no potential sample group would maintain probability of returning specific attitudes and competencies, hence random sampling methodology should return results that would be characteristic of a broader population if a larger recruited sample were drawn from the entire Kuwaiti middle school population. The study recruited 12 EFL educators in the district, representative of a 50/50 representation by both male and female educators. Selection was inclusive of a variety of backgrounds including different nationalities, years of experience and also senior versus newly-recruited educators in the school. The researcher approached the school administrators to gain permissions to conduct a study and gain support in identifying an appropriate sample that maintained experience utilising VLE systems. Once identifying an appropriate sample, the potential respondents were presented with an authorisation form that explained the nature of the study, its intended outcomes, and its relevancy for improving virtual learning experiences in contemporary educational environments. Upon gaining willingness to participate in the study, a web-based questionnaire was developed and the recruited sample was provided with a web-link to participate in the survey which was delivered via email addresses procured from the administration and the participants. The questionnaire, in an effort to identify correlations, gathered basic demographic information, inclusive of gender, degree level, age and teaching tenure. The questionnaire was developed to be inclusive of questions regarding perceived level of self-reported computer competency and unique attitudes toward their experiences or understanding of VLE, using a Likert-type scale where 1 = little competence and 5 = much competence; 1 = strongly disagree and 5 = strongly agree. An average score of (3) indicates neutrality in both assessment criteria on the questionnaire. Hence, the study took a quantitative approach to research, allowing for empirical investigation of the phenomenon which can be measured statistically. Calculating mean averages provided mathematical percentages to each selection criteria on the questionnaire, providing for more effective understanding of the average sentiment regarding electronic learning and self-reported computer-based competencies. The quantitative approach was intended to yield an unbiased data result that can occur in qualitative approaches which rely strongly on inference and subjectivity to make relevant determinations about research findings (Saunders, 2009; Henerson, Morris & Fitz-Gibbon, 1987). Qualitative research is considered most relevant and viable where conditions of phenomenon are not easily understood and the researcher is unsure specifically of what to measure. This study, however, required very specific and precise measurement of two expected phenomenon: the potential correlation between computer competency and attitude about VLE systems. Hence, the qualitative approach was rejected as a viable research approach. Data analysis occurred as a result of reviewing the answers provided by the 12 participants on the web-based questionnaires. The researcher reviewed the plethora of questionnaire scores and averages which provided valuable statistics regarding the variety of attitude that educators maintained regarding their digital literacy and attitude toward electronic learning systems. Any notable correlations, inclusive of attitude, competency and demographics, were noted and recorded using basic word processing software. 3.1 Ethical considerations Since the recruited sample consisted of adult professionals, the only notable ethical consideration was guaranteeing anonymity for the participants. The preliminary consent form consisted of information that data would only be used for internal research purposes and that their names and personal information would remain confidential. 3.2 Limitations The main limitation to the study involved recruitment of a broader sample of educators. This study focused on EFL teachers in the Kuwaiti intermediate school system. There is a possibility that the attitudes and competencies of this subset might not necessarily be representative of educators with differing educational backgrounds and those who work with a much younger or much older student demographic. The study focuses on the intermediate school environment, a classroom setting with youths in varying levels of cognitive development and social capabilities as compared to the younger and much older (high school) demographic. Since there is the potential for external variables associated with comprehension level (especially with secondary school-aged students) to influence learning in a virtual environment, this was taken into consideration that a larger sample could provide more substantiated results indicative of a broader group of educators throughout many different Kuwaiti districts and educational levels. 4.0 Results Competency levels as reported by the recruited sample were generally moderate (average) as it pertained to the most basic of computer skills, inclusive of general operating proficiency. Table 1: Basic Computer Proficiency Averages Task Average Self-Reported Competency Installing new software 2.75 Using a printer 3.08 Use of keyboard 3.50 Operating word processing software 3.25 Using a presentation software 3.00 Use of Internet for communications 3.25 Using World Wide Web to access data 3.25 Create and organise digital folders 3.08 Using computers for grade keeping 2.83 More advanced applications, as an average self-reported sentiment, maintained less-than-average competency levels holistically. Table 2: Advanced Computer Proficiency Averages Task Average Self-Reported Competency Operate spreadsheet programs 1.92 Operate a database program 1.50 Solving simple problems in operating computers 1.73 Operating a graphics program 1.42 Remove computer viruses 2.33 Select and evaluate educational software 2.17 In terms of attitude, the average general sentiment about VLE systems was favourable related to the 19 different criteria associated with VLE. Table 3: Favourable Average Attitudes per Criteria Criteria Average Self-Reported Attitude Using the ES doesn’t scare me at all 3.50 I am glad to have the ES these days 3.67 Using the ES is enjoyable 3.08 The ES saves time and effort 4.00 Students must use the ES in all subject matters 3.83 The ES would motivate students to do more study 3.75 The ES is a fast and efficient means of getting information 3.83 ES can enhance students’ learning 4.08 I would like to learn more about ES 4.08 Table 4: Unfavourable Average Attitudes per Criteria Criteria Average Self-Reported Attitudes The ES makes me feel uncomfortable 2.25 I do not like talking with others about the ES 2.67 I dislike using the ES in teaching 2.25 Schools would be a better place without ES 2.27 Learning about the ES is a waste of time 1.67 I do not think I would ever need ES for my classroom 2.25 The ES does more harm than good 1.83 I would rather do things by hand than with using the ES 2.33 I would avoid using the ES as much as possible 2.00 I have no intention to use ES in the near future 2.17 As illustrated, the average sentiment of unfavourable attitudes were, in all instances, less than a neutral score, indicating rather favourable sentiment even when presented with unfavourable assessment criteria. 5.0 Analysis As indicated, generally, there was largely an average favourable attitude regarding the utilisation of VLE systems in the academic environment in the Kuwaiti intermediate school district. The majority of participants believed that ES was a time saver, was relevant as a student motivational tool, and is generally beneficial for student learning enhancement. Holistically, teachers did not appear to be intimidated by the virtual learning environment and maintained a general attitude that promoted individual desire to learn more about these systems. In terms of competency, there was a surprising under-representation of very high levels of competency as a holistic sample group sentiment, both in basic and more advanced computer applications and knowledge. It would appear, as a characteristic of the EFL Kuwaiti intermediate educational sample, that computer proficiency was either average or below average in nearly all instances related to individual educator competency. Upon engaging in a correlation analysis, the researcher sought to find key demographic traits that might contribute to these findings illustrating average or below-average competency levels. Generally, male educators, over that of female teachers, indicated much higher levels of competency in computer usage at the individual level. However, competency was reported at much higher levels for the female demographic in the younger age category, which could be indicative of the recent computer education reforms in Kuwait that did not provide an older female demographic with more advanced computer skills. In instances where male educators reported little to moderate competency in more advanced skills capacity, it was an older demographic which would tend to support this supposition. The 26-30 year old age group was representative of 41.67 percent of all respondents. Upon correlation to this demographic, there were more instances of female competency in both basic and more advanced computer skills, again supporting the notion that the 26-30 year old demographic could be better equipped to facilitate and plan virtual learning environment curriculum. However, does the 26-30 year old female demographic recruited for the study indicate more positive sentiment about VLE viability and relevancy? It would appear so. The majority of female respondents in the 26-30 year old demographic maintained rather positive sentiment regarding VLE application in real-time environments. As it pertained to favourable assessments of VLE systems, this demographic maintained more instances of “strongly agree”, indicating a much higher volume of favourability about the usefulness of virtual learning environments in the contemporary classroom. In fact, Participant #9, a female educator in the 36 to 40 year old demographic, indicated a degree of fear of the systems, being uncomfortable using the system, and was generally in agreement that she was not glad to be using the system today. Participant #9 had also been an experienced educator for 11-15 years, which could contribute to having a more traditional viewpoint regarding VLE relevancy. One male participant, in the demographic of 31 to 35 years of age, sustaining 6 to 10 years of educational tenure, was not glad to be using VLE, dislikes using it, and believed schools would be better off without it. Again, this would seem to support the notion that the duration of educational tenure, as well as advancing age, seems to impact the attitude which finds VLE unfavourable and not viable for contemporary teaching methodology. There were no concrete correlations with level of education (i.e. Bachelor’s versus Master’s) that dictated favourable versus unfavourable attitudes regarding the virtual learning environment. Additionally, no correlations were present with the level of external computer education attained and favourable versus unfavourable opinion regarding VLE. 6.0 Discussion As illustrated through correlation analysis, there appears to be a significant relationship between age demographic and positive sentiment about the relevancy and usefulness of VLE. Traditional classrooms consisted of little to no electronic educational delivery tools and, at the psychological level, it could be a product of being accustomed (through tenure) to providing curriculum tools with less reliance on external software and technology. This was even noticeable with Participant #2, a male educator 50 and older, maintaining tenure over 25 years, who indicated an intimidation of VLE, who did not enjoy talking with others about this technology, and felt neutral about avoiding the use of this educational tool. It should be recognised, therefore, that tenure and age are significant predictors of whether or not EFL educators would actively consider VLE to be viable tools for educational delivery. Females in Kuwait, as a result of sweeping gender-related legislation and social reforms, have many more opportunities for education and career in the contemporary workplace (World Economic Forum, 2012; Fanack 2011). As a result, this could explain why younger female educators indicated higher levels of competency in using computers proficiently that was also correlated with more favourable sentiment about VLE usefulness. Though this is supposition as supported by the quantifiable statistics in this study, this might point toward younger females in the 26-30 year old demographic being more efficient facilitators of VLE and maintaining more motivation to use these as contemporary educational tools. Liberation to explore more advanced computing skills in the college or university environment for a gender that had once been oppressed in the nation might serve as the underpinning rationale for higher levels of self-reported computer competency and favourable opinion about VLE relevancy in teaching. There was a great deal of self-reporting that indicated more advanced computer skills, such as spreadsheet utilisation and operating graphics programs, maintained a holistic below-average skill capacity with the majority of respondents, both male and female. However, this did not have impact on the degree of average sentiment of favourability of this technology. Hence, there were no notable correlations related to the degree of advanced skills and opinion. It could be that in a newly adopted Kuwaiti VLE introduction in education that there is little need for spreadsheets and graphics programs in order to facilitate an effective learning program. The government has been instrumental, since 2012, in designing and facilitating VLE technologies which could imply that educators do not require these enhanced computer skills to operate and implement the technologies in the learning process. However, it should be recognised that advanced computer skills capacity will not necessarily impact educator opinion about VLE usefulness and viability. It may be the fact, from a subjective viewpoint, that spreadsheets and graphics software programs might be more relevant with secondary school youths and not necessarily appropriate in an intermediate learning environment where cognitive capabilities of youths are still developing. 7.0 Conclusion The findings found correlation between positive favourability and female educators between the ages of 26 and 30. As illustrated, older demographics with longer tenure in education seem to be more lenient toward traditional teaching methods, often being intimidated by VLE systems and finding them largely unfavourable or challenging. From a benchmarking perspective, Kuwaiti educational administrators may want to focus more on motivating the older demographic (both male and female) to become more engaged with these systems and provide training on VLE usage to motivate a more positive sentiment about their viability. This study identified all potential correlations between demographic variables, levels of computer competency and attitudes self-reported by the recruited respondents to the study. The results of the research maintain implications for contemporary educational delivery. Those with long tenures and experience would likely be more resistant to facilitating usage of VLE systems whilst younger students, especially females, would likely be predictive of more promotion and real-time usage of virtual learning environments. This study provides useful knowledge of what might motivate maintaining more positive sentiment about VLE which includes not only higher levels of computer competency, but also the level of experience with modern technologies that seems substantially lower in those educators in higher age brackets and who have been experienced using traditional educational methods for a longer period of time. 8.0 References Benzie, D. (1995). IFIP working group 3.5: using computers to support young learners, in J.D. Tinsley & T.J. van Weert (eds.), World conference on computers in education VI: WCCE_95 liberating the learner. London: Chapman & Hall. Fanack. (2011). Gender equality – according to the HDR Gender Equality Index, Chronicle of the Middle East & North Africa. Retrieved 1 April 2014 from http://fanack.com/typo3temp/pics/kuwait_gender_730px_03_c1f442976a.jpg Henerson, M. E., Morris, L. L., & Fitz-Gibbon, C. T. (1987). How to measure attitudes. Newbury Park: Sage. Saunders, M. (2009). Research methods for business students (5th ed.). FT/Prentice Hall. World Economic Forum. (2012). The global gender gap report. Retrieved 1 April 2014 from http://www3.weforum.org/docs/WEF_GenderGap_Report_2012.pdf Yates, D., Moore, D.S. & Starnes, D.S. (2008). The practice of statistics (3rd ed.). Freeman. RESEARCH PROPOSAL 1.0 Introduction Virtual learning environments (VLE) are technological platforms that facilitate learning. VLE is designed to model traditional classroom education whilst also providing students and educators with access to curriculum tools, testing and homework. More developed VLE systems allow for social engagement between students and educators in which questions and answers can be inter-exchanged and general educational interaction facilitated. The virtual learning environment is a system of integrated applications that provide educators, students and sometimes even parents with knowledge and resources that are believed to improve education and comprehension. Such services in VLEs can include, but are not limited to, email, discussion forums, video conferencing tools, social forums, and even message boards. More developed systems even have assessment and management tools for educators (Clifford, 2009; Weller, 2007). With more educational institution interest in using VLE to enhance contemporary educational delivery, this research study will investigate EFL teachers’ attitudes and beliefs about the use of the VLE in Kuwaiti public schools. The sector under study is intermediate schools in one particular province in the country. In Kuwait, the VLE system was just recently introduced in 2012 as a national educational initiative to improve and develop education in public schools. 2.0 Research aims The study’s aim was to evaluate the level to which EFL educators in Kuwait believed virtual learning environments to be a relevant and useful teaching instrument in today’s classroom. Assessment of attitudes will determine the long-term viability of these systems since educators serve as the end user and, oftentimes, developer of unique digital teaching content that should theoretically better engage students and improve their comprehension and motivation. As teachers are the most significant agents of change in contemporary classrooms (Albirini, 2006), measuring their attitudes becomes an imperative regarding whether VLE is practical and useful in education today. 3.0 Research scope/limitations The area of studying teachers’ attitudes towards technology as a general element introduced in EFL has been viewed for time and in many contexts. However, it was given less attention amongst the population, which we are studying due to delay of presenting technology in the field of education. Thus, a need has necessitated us to examine its echo. Looking at VLE specifically will give us a more microscopic information on a certain element of the field. The potential dynamics of what drives negative or positive attitudes regarding VLE will help academic practitioners and general society in understanding whether VLE is simply a fad or the future of educational delivery. The study will be evaluating whether computer competencies influence attitudes of EFL educators using VLE. By limiting criteria for measurement, it will provide a more in-depth investigation of what drives attitudes. There may be, however, other mitigating circumstances that provide an underpinning for teacher attitudes about VLE. Social factors, psychological considerations, or even cognitive development factors of students might theoretically influence attitudes. However, researcher capabilities and resources conflict the process of this level of investigation. Instead, focusing on a single variable, computer competency, will provide a substantive determination of whether there is a correlation between attitude regarding VLE and computer proficiency. 4.0 Research questions 1. What are the attitudes of EFL teachers in Kuwait middle schools regarding VLE usage in modern education? 2. What is the current level of teacher computer competence in the targeted district? 3. Are there correlations between attitude and computer competency levels? 5.0 Literature review The use of ICT in classrooms is quickly becoming recognised as being viable for improving the value of teaching, especially with younger children (Smith, 2002). ICT is known to motivate students and better engage them in studies which, ultimately, improve comprehension and understanding (Glover & Miller, 2002). This has significant implications for the use of virtual learning environments within the intermediate school environment. Furthermore, since students learn more effectively by doing (McPheeters, 2008), VLE has substantial implications for experiential learning improvement. It would appear, based on research findings, that VLE could very well be the future of educational delivery and eventually incorporated into most modern classrooms across the entire world. This is why measuring attitudes about the technology is of the utmost social and professional importance. Literature also asserts that in order to effectively incorporate VLE into teaching methods, teachers need to have upbeat and positive attitudes towards this new instrument (Kersaint, Horton, Stohl & Garofalo, 2003). Since educators are the agents of change in the classroom, transforming practice in teaching requires optimistic and constructive attitudes related to the implementation of new technologies (Woodrow, 1992). Teacher attitudes would therefore seem to have significant implications for whether or not VLE is going to be planned and incorporated successfully in the contemporary classroom and into tomorrow. The depth of engagement and feelings of educators are instrumental in whether or not students are going to adopt and embrace learning materials and remain motivated, hence evaluating attitude would seem to be an integral element in whether VLE would be successful. However, measuring teachers’ attitudes is not always simplistic as Watson (1998) believes that teacher attitudes are complex and not easily read as it pertains to computer integration within the classroom environment. It is not practical to iterate suppositions about attitude as there could be many other variables that serve as mitigation for whether a teacher has positive or negative attitudes regarding the use of virtual learning environments. However, are attitudes this complex or can attitudes be underpinned by the extent of computer competency maintained by individual instructors. There is likely to be considerable frustration and irritation for those educators with limited or only moderate computer capabilities that could conflict maintaining a positive attitude when forced to use virtual learning environment technologies. This should be considered when constructing a primary study and determining what variables would be most relevant for measurement. Implementation of VLE is expensive for government and education institution administration. VLEs are believed to provide cost reductions for training staff whilst also minimising cost of instruction. VLEs are also said to facilitate online learning by instructors who do not have to maintain the ability to author pages on the web (Weller 2007). Hence, there is a broader implication for whether or not the degree of computer competency should be measured. If educators already maintain moderate to high degrees of computer competency, it should better facilitate the planning and facilitation of this software without significant cost burdens to administrators and/or government. 6.0 Research justification There is a large gap in understanding the impact of attitude on VLE implementation in the classroom. Though the academic world recognises the importance of teacher attitudes as it pertains to technology, the extent to which this attitude could impact the future of educational transformation is unknown. Hence, this research can help provide a foundational understanding of what tangibly drives attitudes in order to create a new model for implementation of VLE. 7.0 Methodology overview 1. Sample: Male and female EFL teachers in the middle Kuwaiti public schools. 2. Selection: The selection of participants will focus on all teachers of all backgrounds including nationalities and years of experience, newly recruited teachers as well as senior teachers. 3.Data Collection: The data collection will be from the teacher’s answers to questionnaires. 4.Data Analysis: With the results we will obtain, the data will be analyzed by looking at the questionnaire scores, and conducting a correlation analysis related to demographics and computer competency self-reporting. 8.0 Expected results The expected results are that inferior computer competencies will conflict maintaining a positive attitude about VLE. Concurrently, having positive attitudes will likely be correlated with higher computer literacy. 9.0 Ethical consideration Participants will be informed that their data will only be used for research purposes and their names or personal information are going to be confidential. 10.0 References Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers, Computers & Education, 47, pp.373-398. Clifford, L. (2009). Briefing paper 1: MLEs and VLEs explained, JISC. Retrieved 1 April 2014 from http://www.jisc.ac.uk/whatwedo/programmes/buildmlehefe/lifelonglearning/ mlebriefingpack/1 Glover, D. & Miller, D. (2002). The introduction of interactive whiteboards into schools in the United Kingdom: leaders, led and the management of pedagogic and technological change, International Electronic Journal for Leadership in Learning, 6, p.24. Kersaint, G., Horton, B., Stohl, H. & Garofalo, J. (2003). Technology beliefs and practices of mathematics education faculty, Journal of Technology and Teacher Education, 11(4), pp. 549-576. McPheeters, D. (2008). Research: Second life for virtual professional development, NAU Graduate School of Education. Retrieved 30 March 2014 from http://www.scribd.com/doc/29411122/Research-Second-Life-for-Virtual-Professional- Development Smith, H. (2002). Interactive Whiteboard Evaluation. Retrieved 31 March 2014 from http://www.kented.org.uk/ngfl/whiteboards/ Watson, D.M. (1998). Blame the techno-centric artifact! What research tells us about the problems inhibiting teacher use of IT, in G. Marshall & M. Ruohonen (eds.), Capacity for building for IT in education in developing countries. London: Chapman & Hall. Weller, M. (2007). Virtual learning environments: using, choosing and developing your VLE. London: Routledge. Woodrow, J.E. (1992). The influence of programming training on the computer literacy and attitudes of pre-service teachers, Journal of Research on Computing in Education, 25(2), pp.200-219. Read More