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href="https://www.academia.edu/83351905/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour"><img alt="Research paper thumbnail of Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour" class="work-thumbnail" src="https://attachments.academia-assets.com/88724664/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83351905/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour">Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour</a></div><div class="wp-workCard_item"><span>International Journal of Instruction</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to evaluate the implementation of ICT policies in investigating o B...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="52137d9d6578f1b0e5b630814a9b67bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88724664,"asset_id":83351905,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88724664/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83351905"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83351905"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83351905; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83351905]").text(description); $(".js-view-count[data-work-id=83351905]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83351905; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83351905']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "52137d9d6578f1b0e5b630814a9b67bd" } } $('.js-work-strip[data-work-id=83351905]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83351905,"title":"Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour","translated_title":"","metadata":{"publisher":"Modestum Publishing Ltd","ai_title_tag":"Factors Influencing Behavioral Intention in Blended Learning","grobid_abstract":"The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. 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Faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun dikenal pasti melalui tinjauan literature dan tinjuan ringkas-temubual semi berstruktur. Tujuan penulisan ini adalah untuk membincangkan secara terperinci pembentukan dan penetapan faktor-faktor penerimaan guru terhadap Pembelajaran Teradun berdasarkan model-model terdahulu bagi persekitaran pembelajaran sekolah-sekolah Malaysia. Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82857515"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82857515"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82857515; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82857515]").text(description); $(".js-view-count[data-work-id=82857515]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82857515; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82857515']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82857515]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82857515,"title":"Pembelajaran Teradun: Satu Tinjauan literatur Terhadap Faktor-Faktor Penerimaan Guru Melalui Model-Model Penerimaan","translated_title":"","metadata":{"abstract":"Penulisan ini akan membincangkan faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun berdasarkan model-model penerimaan terdahulu yang telah stabil. Faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun dikenal pasti melalui tinjauan literature dan tinjuan ringkas-temubual semi berstruktur. Tujuan penulisan ini adalah untuk membincangkan secara terperinci pembentukan dan penetapan faktor-faktor penerimaan guru terhadap Pembelajaran Teradun berdasarkan model-model terdahulu bagi persekitaran pembelajaran sekolah-sekolah Malaysia. Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia","publication_date":{"day":null,"month":null,"year":2016,"errors":{}}},"translated_abstract":"Penulisan ini akan membincangkan faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun berdasarkan model-model penerimaan terdahulu yang telah stabil. 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Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia","internal_url":"https://www.academia.edu/82857515/Pembelajaran_Teradun_Satu_Tinjauan_literatur_Terhadap_Faktor_Faktor_Penerimaan_Guru_Melalui_Model_Model_Penerimaan","translated_internal_url":"","created_at":"2022-07-10T05:37:24.505-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36564264,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Pembelajaran_Teradun_Satu_Tinjauan_literatur_Terhadap_Faktor_Faktor_Penerimaan_Guru_Melalui_Model_Model_Penerimaan","translated_slug":"","page_count":null,"language":"id","content_type":"Work","summary":"Penulisan ini akan membincangkan faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun berdasarkan model-model penerimaan terdahulu yang telah stabil. 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Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[],"research_interests":[{"id":131825,"name":"Blended Learning and the Use of Information Technology in Education","url":"https://www.academia.edu/Documents/in/Blended_Learning_and_the_Use_of_Information_Technology_in_Education"},{"id":1657605,"name":"UNIVERSITI PENDIDIKAN SULTAN IDRIS","url":"https://www.academia.edu/Documents/in/UNIVERSITI_PENDIDIKAN_SULTAN_IDRIS"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-82857515-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="58573381"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/58573381/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour"><img alt="Research paper thumbnail of Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour" class="work-thumbnail" src="https://attachments.academia-assets.com/72920330/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/58573381/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour">Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to evaluate the implementation of ICT policies in investigating o B...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bbdd3d536ce6a46e14fa72d7539c22ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":72920330,"asset_id":58573381,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/72920330/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="58573381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="58573381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58573381; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=58573381]").text(description); $(".js-view-count[data-work-id=58573381]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 58573381; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='58573381']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bbdd3d536ce6a46e14fa72d7539c22ca" } } $('.js-work-strip[data-work-id=58573381]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":58573381,"title":"Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour","translated_title":"","metadata":{"grobid_abstract":"The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. 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This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.","grobid_abstract_attachment_id":72920330},"translated_abstract":null,"internal_url":"https://www.academia.edu/58573381/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour","translated_internal_url":"","created_at":"2021-10-17T04:57:29.175-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36564264,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":72920330,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/72920330/thumbnails/1.jpg","file_name":"3c25a20e2521e38d6d800b9a4badafb88390.pdf","download_url":"https://www.academia.edu/attachments/72920330/download_file","bulk_download_file_name":"Implementation_of_ICT_Policy_Blended_Lea.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/72920330/3c25a20e2521e38d6d800b9a4badafb88390-libre.pdf?1634474478=\u0026response-content-disposition=attachment%3B+filename%3DImplementation_of_ICT_Policy_Blended_Lea.pdf\u0026Expires=1743556006\u0026Signature=G8frVrese3KuO7OTBT2xOxzxrtUuBVCOLYnRRXu2OFmdk8Aw1dTWUv7HY-2CElSb0TYr35VAZd3m5-6oZU~JEBVQgbrQIJE~cY6xMkYjMM5tw6pH2UYn7Sj~PJaOrw8jUFniex5t7MtMYsnSL~CFjFMAXRn6WQF4-D80J2d3rZf2BXZui~XUUtrQzyiTnfluYwXLVluKMobKgxqeCFyexZJy6rDGYyo5Y9VGz3RyYRbhoOayCmkT3e2qgETnXQXW153PM3nfd4l2c~w6v3Pbb7NEep8xVWXUpg-ohDGEAuaXSE0~PgAtRjAnjQe8k-wCKOLwr7e~ePSYbjfNWS7XCg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":"The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. 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This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":72920330,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/72920330/thumbnails/1.jpg","file_name":"3c25a20e2521e38d6d800b9a4badafb88390.pdf","download_url":"https://www.academia.edu/attachments/72920330/download_file","bulk_download_file_name":"Implementation_of_ICT_Policy_Blended_Lea.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/72920330/3c25a20e2521e38d6d800b9a4badafb88390-libre.pdf?1634474478=\u0026response-content-disposition=attachment%3B+filename%3DImplementation_of_ICT_Policy_Blended_Lea.pdf\u0026Expires=1743556006\u0026Signature=G8frVrese3KuO7OTBT2xOxzxrtUuBVCOLYnRRXu2OFmdk8Aw1dTWUv7HY-2CElSb0TYr35VAZd3m5-6oZU~JEBVQgbrQIJE~cY6xMkYjMM5tw6pH2UYn7Sj~PJaOrw8jUFniex5t7MtMYsnSL~CFjFMAXRn6WQF4-D80J2d3rZf2BXZui~XUUtrQzyiTnfluYwXLVluKMobKgxqeCFyexZJy6rDGYyo5Y9VGz3RyYRbhoOayCmkT3e2qgETnXQXW153PM3nfd4l2c~w6v3Pbb7NEep8xVWXUpg-ohDGEAuaXSE0~PgAtRjAnjQe8k-wCKOLwr7e~ePSYbjfNWS7XCg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4763,"name":"Online Instruction","url":"https://www.academia.edu/Documents/in/Online_Instruction"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology"},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":131825,"name":"Blended Learning and the Use of Information Technology in Education","url":"https://www.academia.edu/Documents/in/Blended_Learning_and_the_Use_of_Information_Technology_in_Education"},{"id":244292,"name":"Instruction","url":"https://www.academia.edu/Documents/in/Instruction"},{"id":405824,"name":"Technology Acceptance Model","url":"https://www.academia.edu/Documents/in/Technology_Acceptance_Model"}],"urls":[{"id":13242098,"url":"http://pdfs.semanticscholar.org/3905/3c25a20e2521e38d6d800b9a4badafb88390.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-58573381-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="54732197"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/54732197/Blended_learning_pedagogy_learning_styles_and_assessment_activities_in_the_classroom"><img alt="Research paper thumbnail of Blended learning: pedagogy, learning styles, and assessment activities in the classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/70956377/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/54732197/Blended_learning_pedagogy_learning_styles_and_assessment_activities_in_the_classroom">Blended learning: pedagogy, learning styles, and assessment activities in the classroom</a></div><div class="wp-workCard_item"><span>International Journal of ADVANCED AND APPLIED SCIENCES</span><span>, Nov 3, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A change on the education system is essential in order to produce positive impacts to the success...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="27f9ee5b2b819f900d4a07c2a4016815" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70956377,"asset_id":54732197,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70956377/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="54732197"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="54732197"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 54732197; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=54732197]").text(description); $(".js-view-count[data-work-id=54732197]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 54732197; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='54732197']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "27f9ee5b2b819f900d4a07c2a4016815" } } $('.js-work-strip[data-work-id=54732197]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":54732197,"title":"Blended learning: pedagogy, learning styles, and assessment activities in the classroom","translated_title":"","metadata":{"publisher":"International Journal of Advanced and Applied Sciences","grobid_abstract":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.","publication_date":{"day":3,"month":11,"year":2016,"errors":{}},"publication_name":"International Journal of ADVANCED AND APPLIED SCIENCES","grobid_abstract_attachment_id":70956377},"translated_abstract":null,"internal_url":"https://www.academia.edu/54732197/Blended_learning_pedagogy_learning_styles_and_assessment_activities_in_the_classroom","translated_internal_url":"","created_at":"2021-10-01T22:35:14.553-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36564264,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":70956377,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70956377/thumbnails/1.jpg","file_name":"07_202016-3-11-pp.36-39.pdf","download_url":"https://www.academia.edu/attachments/70956377/download_file","bulk_download_file_name":"Blended_learning_pedagogy_learning_style.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70956377/07_202016-3-11-pp.36-39-libre.pdf?1633162336=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_pedagogy_learning_style.pdf\u0026Expires=1743556006\u0026Signature=ZxEG9BoqwsLoYIE-HwKUwsxZQDo--KZfeTym3AH-jkB1~wp2eumoqTn30klVoxXZFDrVW6Oxw7OlbMhMvXjDCAB96IKx8AYrTmUXQAJwUwOh7Ymc6HatbKc75GALredCa1Mz29t~wNpm5TFdxDcriFmCuqeOk9DfJXxnAxufNMIik4mDR8eTMrV8Yv3GhvAhre32tF5U5LZVmQK0y~kKPjDXXEX9vYIxS2MYe5dgXHHafhKlKqbf87zul7vjiJWg2unyZHzUuYfQjgQpFCGzpDZNpny6VK8YqHCGulP2-7pLSdvhJLxWtMANEdojdEAG6LZBlMDXBCYp6LEesQpWvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Blended_learning_pedagogy_learning_styles_and_assessment_activities_in_the_classroom","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":70956377,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70956377/thumbnails/1.jpg","file_name":"07_202016-3-11-pp.36-39.pdf","download_url":"https://www.academia.edu/attachments/70956377/download_file","bulk_download_file_name":"Blended_learning_pedagogy_learning_style.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70956377/07_202016-3-11-pp.36-39-libre.pdf?1633162336=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_pedagogy_learning_style.pdf\u0026Expires=1743556006\u0026Signature=ZxEG9BoqwsLoYIE-HwKUwsxZQDo--KZfeTym3AH-jkB1~wp2eumoqTn30klVoxXZFDrVW6Oxw7OlbMhMvXjDCAB96IKx8AYrTmUXQAJwUwOh7Ymc6HatbKc75GALredCa1Mz29t~wNpm5TFdxDcriFmCuqeOk9DfJXxnAxufNMIik4mDR8eTMrV8Yv3GhvAhre32tF5U5LZVmQK0y~kKPjDXXEX9vYIxS2MYe5dgXHHafhKlKqbf87zul7vjiJWg2unyZHzUuYfQjgQpFCGzpDZNpny6VK8YqHCGulP2-7pLSdvhJLxWtMANEdojdEAG6LZBlMDXBCYp6LEesQpWvA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":70956376,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/70956376/thumbnails/1.jpg","file_name":"07_202016-3-11-pp.36-39.pdf","download_url":"https://www.academia.edu/attachments/70956376/download_file","bulk_download_file_name":"Blended_learning_pedagogy_learning_style.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/70956376/07_202016-3-11-pp.36-39-libre.pdf?1633162335=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_pedagogy_learning_style.pdf\u0026Expires=1743556006\u0026Signature=Tz1CtO8fWMmMzxbj0Ns12TupQwywC8Td4vLfPko1oFtr9cVYKVuUW1y7CFTeZDYfdiRnx~e-9wwDPrj7fBpeylkx2owaNayYWe3J2l~vXd5BFTzCD6s~ybAifa1x4etCdRdLXywsqLP0J-Djcnl44dO2XFqcw-Q~kB5uZQsjVu6ZCFumTnXkTgR9zWm8m6O8Xh-nsGkrc1tHrTwezzoudFWINx-Bf3ABTIPCD8Nw3zt5BkJV5aCWNYBSmVL86cxk-PJZdfcQwvf0bwT6~8-Q-PLI10DtNlfXUvRjihp98TGmXodsnUJ96z0i63NrCKuFWgocWHIKJOk9vsQNFOxEYQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":127647,"name":"Leraning and Teaching","url":"https://www.academia.edu/Documents/in/Leraning_and_Teaching"},{"id":1047498,"name":"Lerning Styles","url":"https://www.academia.edu/Documents/in/Lerning_Styles"}],"urls":[{"id":11965147,"url":"http://science-gate.com/IJAAS/Articles/2016-3-11/07%202016-3-11-pp.36-39.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-54732197-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="52550560"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/52550560/Blended_learning_pedagogy_learning_styles_and_assessment_activities_in_the_classroom"><img alt="Research paper thumbnail of Blended learning: pedagogy, learning styles, and assessment activities in the classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/69764474/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/52550560/Blended_learning_pedagogy_learning_styles_and_assessment_activities_in_the_classroom">Blended learning: pedagogy, learning styles, and assessment activities in the classroom</a></div><div class="wp-workCard_item"><span>International Journal of ADVANCED AND APPLIED SCIENCES</span><span>, Nov 3, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A change on the education system is essential in order to produce positive impacts to the success...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="33de2bd6c67e2ac9496797fde1053a49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69764474,"asset_id":52550560,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69764474/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="52550560"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="52550560"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52550560; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52550560]").text(description); $(".js-view-count[data-work-id=52550560]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 52550560; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='52550560']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "33de2bd6c67e2ac9496797fde1053a49" } } $('.js-work-strip[data-work-id=52550560]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":52550560,"title":"Blended learning: pedagogy, learning styles, and assessment activities in the classroom","translated_title":"","metadata":{"publisher":"International Journal of Advanced and Applied Sciences","grobid_abstract":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). 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The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":69764474,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/69764474/thumbnails/1.jpg","file_name":"07_202016-3-11-pp.36-39.pdf","download_url":"https://www.academia.edu/attachments/69764474/download_file","bulk_download_file_name":"Blended_learning_pedagogy_learning_style.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/69764474/07_202016-3-11-pp.36-39-libre.pdf?1631828893=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_pedagogy_learning_style.pdf\u0026Expires=1743556006\u0026Signature=Ekfuh1GKrYuuLliiQxYLPrQ1k2xCOPqkLl4fAY~ClhbdT7xz5Jbte4H4EfzV9FQ5msUQnsDq8A3x1oa~setyoz-gETB8WHtL8Ufd-su9horvSbbNjI3sbaw92wvZSc4X7LlN-mydRHym5jIH395k6JGwbx8EPrROBs0RQm5qt2CapqXjCwhhDyyanTSpOQzYsp5DblvJ~1JD9XP1Zf7NFGPrXG0QZrEgs9aZsNUa5usUouAeQRVDKPkOh-vmcFXZrjKUMpp6ObH5ajAPLMIIXUfz-UwiIZDUeIwOoiwBp4rBmrffmHafLgVEnB1VjH2949hAV8heYTMhBAmvE3xuNA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":69764475,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/69764475/thumbnails/1.jpg","file_name":"07_202016-3-11-pp.36-39.pdf","download_url":"https://www.academia.edu/attachments/69764475/download_file","bulk_download_file_name":"Blended_learning_pedagogy_learning_style.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/69764475/07_202016-3-11-pp.36-39-libre.pdf?1631828894=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_pedagogy_learning_style.pdf\u0026Expires=1743556006\u0026Signature=Jr9GkO52ONQTqvy6BQVaviriywPczi2bypBKZ7lRnCeHtTwyfmec39mXFTe74favqoUl2400SkUUgtxNmjsD9kkppUoATaWI3AsUp5EgdQn~wsU1qsVbrCrbpYjveUsA2YqajUHcrO0qh7~TUVZMkYNuoS5F06JgcdfWQTguPtwSzEBEaVvD7UHQTF1FKpdNZTiA0ciDylO3wHQutYtLqEqIa0n2ZQwIIv4MwwldnWUXQAdYXXKatLulwdr1tK-8qQvkRw06bsFy7JstbG95U3S95qjmxGlptOWdB4qALjKtax~O2ZI67lPzue~RetcPY6CTkH7P7YNyK5XPU6cWAQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":127647,"name":"Leraning and Teaching","url":"https://www.academia.edu/Documents/in/Leraning_and_Teaching"},{"id":1047498,"name":"Lerning Styles","url":"https://www.academia.edu/Documents/in/Lerning_Styles"}],"urls":[{"id":11239704,"url":"http://science-gate.com/IJAAS/Articles/2016-3-11/07%202016-3-11-pp.36-39.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-52550560-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="51789631"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/51789631/Modelling_the_Factor_Influencing_the_Implementation_of_Mobile_Heutagogical_Practices_among_Teachers_An_Application_of_Invariance_Multi_Group_Structural_Model"><img alt="Research paper thumbnail of Modelling the Factor Influencing the Implementation of Mobile-Heutagogical Practices among Teachers: An Application of Invariance Multi-Group Structural Model" class="work-thumbnail" src="https://attachments.academia-assets.com/69356722/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/51789631/Modelling_the_Factor_Influencing_the_Implementation_of_Mobile_Heutagogical_Practices_among_Teachers_An_Application_of_Invariance_Multi_Group_Structural_Model">Modelling the Factor Influencing the Implementation of Mobile-Heutagogical Practices among Teachers: An Application of Invariance Multi-Group Structural Model</a></div><div class="wp-workCard_item"><span>International Journal of Learning, Teaching and Educational Research</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56c1a33c22b01abd0c655569cf77bff8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69356722,"asset_id":51789631,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69356722/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51789631"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51789631"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51789631; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51789631]").text(description); $(".js-view-count[data-work-id=51789631]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51789631; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51789631']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "56c1a33c22b01abd0c655569cf77bff8" } } $('.js-work-strip[data-work-id=51789631]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51789631,"title":"Modelling the Factor Influencing the Implementation of Mobile-Heutagogical Practices among Teachers: An Application of Invariance Multi-Group Structural Model","translated_title":"","metadata":{"publisher":"Society for Research and Knowledge Management","ai_abstract":"The purpose of the study is to identify factors that influence behavioral intention (BI) of teachers in the developing of the Moblie-Heutagogical (m-Heutagogical) Acceptance and Use Model. Many recent surges in published studies have revealed that m-Heutagogy has significant impacts on Edu. 4.0. However, the integrations seem to face a low level of its use among educators in the Malaysia setting. Methodologically, the study used the quantitative approach. A selfadministered survey was conducted involving 246 teachers, who were randomly selected from several teacher institutions and universities, where 58.1% (143) of the respondents were pre-service teachers, and 41.9% (103) were practicing teachers. Structural Equation Modeling (SEM) with the use of IBM SPSS Amos was performed to determine the estimates of the parameters of the study model. The study showed that the proposed model fulfilled the requirements of the predetermined fit index, showing Use Expectancy (UE), Facilitating Condition (FC), Social Influence (SI), and Mobile Teacher Efficacy (MTE) were significant factors of behavioral intention (BI). Overall, the analysis of SEM provided strong evidence that the variables of the study contributed to 69.8% of the variances in BI. Also, the findings showed that MTE influenced Behavioural Intention (BI) in the use of mobile heutagogy more strongly for practicing teachers than for pre-service teachers. The implication, this study is the proposed conceptual model can serve as a constructive guideline to help the stakeholders, notably the policymaker, professional development for teachers and to facilitate the implementation of mobile heutagogical practices.","publication_name":"International Journal of Learning, Teaching and Educational Research"},"translated_abstract":null,"internal_url":"https://www.academia.edu/51789631/Modelling_the_Factor_Influencing_the_Implementation_of_Mobile_Heutagogical_Practices_among_Teachers_An_Application_of_Invariance_Multi_Group_Structural_Model","translated_internal_url":"","created_at":"2021-09-10T19:38:40.841-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36564264,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":69356722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/69356722/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/69356722/download_file","bulk_download_file_name":"Modelling_the_Factor_Influencing_the_Imp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/69356722/pdf-libre.pdf?1631331401=\u0026response-content-disposition=attachment%3B+filename%3DModelling_the_Factor_Influencing_the_Imp.pdf\u0026Expires=1743556006\u0026Signature=VLTe7bcomHTZTkZacBkNqdQENSJT4Ga3EWbdO4cgSRhe7JmLuf7kNXYCLE3GFfSgDr~J~qqEcyZf5n0qu0RyqRReNqwtSkbu0Ax3XDbcQn5yB1jN5~-daRjXyA3Q8~5Bgpozk2HqF3mx19zKUdfZog7KLc2Wv1e9un72-YkjZB2octPKASvPeB0a5ASa63uGbd~SaNBcZ2cK9qHnn-6MstvCeWTr5YAPQlRKk3DgfC3s7nmL~0YEcRu0kXXr2Fz~5KjnWnjpC20Kmgmaq0Ln-kgUUY9xm0cKjktlT90KYEjPdiHXWVIB~W00yiCItrpkg0EQKJrTRXP3iiHceNdVKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Modelling_the_Factor_Influencing_the_Implementation_of_Mobile_Heutagogical_Practices_among_Teachers_An_Application_of_Invariance_Multi_Group_Structural_Model","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":null,"owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":69356722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/69356722/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/69356722/download_file","bulk_download_file_name":"Modelling_the_Factor_Influencing_the_Imp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/69356722/pdf-libre.pdf?1631331401=\u0026response-content-disposition=attachment%3B+filename%3DModelling_the_Factor_Influencing_the_Imp.pdf\u0026Expires=1743556006\u0026Signature=VLTe7bcomHTZTkZacBkNqdQENSJT4Ga3EWbdO4cgSRhe7JmLuf7kNXYCLE3GFfSgDr~J~qqEcyZf5n0qu0RyqRReNqwtSkbu0Ax3XDbcQn5yB1jN5~-daRjXyA3Q8~5Bgpozk2HqF3mx19zKUdfZog7KLc2Wv1e9un72-YkjZB2octPKASvPeB0a5ASa63uGbd~SaNBcZ2cK9qHnn-6MstvCeWTr5YAPQlRKk3DgfC3s7nmL~0YEcRu0kXXr2Fz~5KjnWnjpC20Kmgmaq0Ln-kgUUY9xm0cKjktlT90KYEjPdiHXWVIB~W00yiCItrpkg0EQKJrTRXP3iiHceNdVKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":10993743,"url":"http://ijlter.org/index.php/ijlter/article/view/1833/pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-51789631-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="39252529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39252529/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour"><img alt="Research paper thumbnail of Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour" class="work-thumbnail" src="https://attachments.academia-assets.com/59385080/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39252529/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour">Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour</a></div><div class="wp-workCard_item"><span>International Journal of Instruction</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to evaluate the implementation of ICT policies in investigating o B...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ccbc1e3a8ecfcb8f94d18b7a4d9fa562" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59385080,"asset_id":39252529,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59385080/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39252529"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39252529"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39252529; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39252529]").text(description); $(".js-view-count[data-work-id=39252529]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39252529; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39252529']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ccbc1e3a8ecfcb8f94d18b7a4d9fa562" } } $('.js-work-strip[data-work-id=39252529]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39252529,"title":"Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour","translated_title":"","metadata":{"abstract":"The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. 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UPSI has implemented blended learning via MyGuru and IMS platforms. Under the platforms, student teachers are able to perform E-Portfolio, E-Assessment, E-Quiz, E-PBL and etc. Besides, the paper also focuses on how far MyGuru and IMS in UPSI are complying with the E-Learning Framework as E-Learning Tools and promote blended learning among adult learners especially student teachers. A case study approach drawing on a phenomenological perspective was carried out in this research. The research has conducted in-depth interviews with students and lecturers to understand and explore their individual perception on the implementation of blended learning in teaching and learning among student teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="999983c3a469794ba6713d31055e6a07" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418893,"asset_id":34553759,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418893/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553759"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553759"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553759; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553759]").text(description); $(".js-view-count[data-work-id=34553759]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553759; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553759']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "999983c3a469794ba6713d31055e6a07" } } $('.js-work-strip[data-work-id=34553759]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553759,"title":"Blended learning: its implementation and promote continuing e-learning environment among student-teachers","translated_title":"","metadata":{"abstract":"The aim of this paper is to understand and to explore the implementation of blended learning among student-teachers in Sultan Idris Education University (UPSI). 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The research has conducted in-depth interviews with students and lecturers to understand and explore their individual perception on the implementation of blended learning in teaching and learning among student teachers.","internal_url":"https://www.academia.edu/34553759/Blended_learning_its_implementation_and_promote_continuing_e_learning_environment_among_student_teachers","translated_internal_url":"","created_at":"2017-09-12T19:07:06.093-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36564264,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":30273603,"work_id":34553759,"tagging_user_id":36564264,"tagged_user_id":null,"co_author_invite_id":6521545,"email":"n***n@fpm.upsi.edu.my","display_order":-2,"name":"Noraini Noh","title":"Blended learning: its implementation and promote continuing e-learning environment among student-teachers"},{"id":30273604,"work_id":34553759,"tagging_user_id":36564264,"tagged_user_id":68279456,"co_author_invite_id":4582469,"email":"t***s@fppm.upsi.edu.my","display_order":-1,"name":"Wong Teck","title":"Blended learning: its implementation and promote continuing e-learning environment among student-teachers"},{"id":30273605,"work_id":34553759,"tagging_user_id":36564264,"tagged_user_id":null,"co_author_invite_id":6521560,"email":"n***h@fppm.upsi.edu.my","display_order":1,"name":"Norazilawati Abdullah","title":"Blended learning: its implementation and promote continuing e-learning environment among student-teachers"}],"downloadable_attachments":[{"id":54418893,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54418893/thumbnails/1.jpg","file_name":"5_AzliYeop_IJAAS3_03_2016-3-11-pp.12-15.pdf","download_url":"https://www.academia.edu/attachments/54418893/download_file","bulk_download_file_name":"Blended_learning_its_implementation_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54418893/5_AzliYeop_IJAAS3_03_2016-3-11-pp.12-15-libre.pdf?1505268961=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_its_implementation_and.pdf\u0026Expires=1743556006\u0026Signature=ghgyIEKIcAtM-oiuAUz5DTNiMWqBG2E2zQY-9VNUzjg0W~r7FLNUguKhw1dXRM58IRoPv~HrpstLRVSy8hDVRmls2E1ey34D8sFRVy8vsHQwjKcGRQgZlzEMa4RehKRpRz2yv9fOcnOybEYXIrVz3YrAck2NnMdzYvh6fZHODsz3dUY67lYAIxH57IuA5OmPrYpReRUIb4zvT1lj38uyOjmQPQ5vBZk3L1c3EWQN-EM12clSuCK8BnyhUcTMdb3-ILZNQvnb6vVL6g~XrTr5RUmtrOJq4L1TrJimHjd79m5xgohBy2ZvNm-JpXC4Tlr~xKWUhfZFpNyz-IFacri6oQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Blended_learning_its_implementation_and_promote_continuing_e_learning_environment_among_student_teachers","translated_slug":"","page_count":4,"language":"en","content_type":"Work","summary":"The aim of this paper is to understand and to explore the implementation of blended learning among student-teachers in Sultan Idris Education University (UPSI). UPSI has implemented blended learning via MyGuru and IMS platforms. Under the platforms, student teachers are able to perform E-Portfolio, E-Assessment, E-Quiz, E-PBL and etc. Besides, the paper also focuses on how far MyGuru and IMS in UPSI are complying with the E-Learning Framework as E-Learning Tools and promote blended learning among adult learners especially student teachers. A case study approach drawing on a phenomenological perspective was carried out in this research. The research has conducted in-depth interviews with students and lecturers to understand and explore their individual perception on the implementation of blended learning in teaching and learning among student teachers.","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":54418893,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54418893/thumbnails/1.jpg","file_name":"5_AzliYeop_IJAAS3_03_2016-3-11-pp.12-15.pdf","download_url":"https://www.academia.edu/attachments/54418893/download_file","bulk_download_file_name":"Blended_learning_its_implementation_and.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54418893/5_AzliYeop_IJAAS3_03_2016-3-11-pp.12-15-libre.pdf?1505268961=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_its_implementation_and.pdf\u0026Expires=1743556006\u0026Signature=ghgyIEKIcAtM-oiuAUz5DTNiMWqBG2E2zQY-9VNUzjg0W~r7FLNUguKhw1dXRM58IRoPv~HrpstLRVSy8hDVRmls2E1ey34D8sFRVy8vsHQwjKcGRQgZlzEMa4RehKRpRz2yv9fOcnOybEYXIrVz3YrAck2NnMdzYvh6fZHODsz3dUY67lYAIxH57IuA5OmPrYpReRUIb4zvT1lj38uyOjmQPQ5vBZk3L1c3EWQN-EM12clSuCK8BnyhUcTMdb3-ILZNQvnb6vVL6g~XrTr5RUmtrOJq4L1TrJimHjd79m5xgohBy2ZvNm-JpXC4Tlr~xKWUhfZFpNyz-IFacri6oQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-34553759-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="34553743"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34553743/Blended_E_Learning_Acceptance_as_Smart_Pedagogical_Tools_An_Initial_Study_in_Malaysia"><img alt="Research paper thumbnail of Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia" class="work-thumbnail" src="https://attachments.academia-assets.com/54418870/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34553743/Blended_E_Learning_Acceptance_as_Smart_Pedagogical_Tools_An_Initial_Study_in_Malaysia">Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The use of technology in classrooms has been considered as the solution to social, economic and e...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The use of technology in classrooms has been considered as the solution to social, economic and educational problems since its introduction to education in mid-1970. There have been many studies conducted on the different aspects of the use of technology in teaching and learning. However, study on teaching with Blended Learning in teaching and learning has not been highlighted especially in Malaysian context. It examines the effects of the exogenous variables towards with use of Blended Learning in teaching and learning among secondary teachers. The proposed research variables are based on previous models of technology acceptance. A total of 98 secondary teachers completed the questionnaire measuring their responses to computer attitudes (CA), computer teaching efficacy (CTE) and school environment (SE) and Blended Learning (BL). Structural Equation Modelling (SEM) was used as the main technique for data analysis. All hypotheses were supported by the data and have direct effects towards Blended Learning use. To sum up, the study provided larger implications for development in theory, practices and policymaking that could be related to the BL use among teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e50d0374cb46a1b449c73108146b8760" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418870,"asset_id":34553743,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418870/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553743"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553743"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553743; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553743]").text(description); $(".js-view-count[data-work-id=34553743]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553743; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553743']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e50d0374cb46a1b449c73108146b8760" } } $('.js-work-strip[data-work-id=34553743]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553743,"title":"Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia","translated_title":"","metadata":{"abstract":"The use of technology in classrooms has been considered as the solution to social, economic and educational problems since its introduction to education in mid-1970. There have been many studies conducted on the different aspects of the use of technology in teaching and learning. However, study on teaching with Blended Learning in teaching and learning has not been highlighted especially in Malaysian context. It examines the effects of the exogenous variables towards with use of Blended Learning in teaching and learning among secondary teachers. The proposed research variables are based on previous models of technology acceptance. A total of 98 secondary teachers completed the questionnaire measuring their responses to computer attitudes (CA), computer teaching efficacy (CTE) and school environment (SE) and Blended Learning (BL). Structural Equation Modelling (SEM) was used as the main technique for data analysis. All hypotheses were supported by the data and have direct effects towards Blended Learning use. To sum up, the study provided larger implications for development in theory, practices and policymaking that could be related to the BL use among teachers."},"translated_abstract":"The use of technology in classrooms has been considered as the solution to social, economic and educational problems since its introduction to education in mid-1970. There have been many studies conducted on the different aspects of the use of technology in teaching and learning. However, study on teaching with Blended Learning in teaching and learning has not been highlighted especially in Malaysian context. It examines the effects of the exogenous variables towards with use of Blended Learning in teaching and learning among secondary teachers. The proposed research variables are based on previous models of technology acceptance. 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To sum up, the study provided larger implications for development in theory, practices and policymaking that could be related to the BL use among teachers.","internal_url":"https://www.academia.edu/34553743/Blended_E_Learning_Acceptance_as_Smart_Pedagogical_Tools_An_Initial_Study_in_Malaysia","translated_internal_url":"","created_at":"2017-09-12T19:01:49.167-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36564264,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":30273536,"work_id":34553743,"tagging_user_id":36564264,"tagged_user_id":68279456,"co_author_invite_id":4582469,"email":"t***s@fppm.upsi.edu.my","display_order":-3,"name":"Wong Teck","title":"Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia"},{"id":30273537,"work_id":34553743,"tagging_user_id":36564264,"tagged_user_id":39774377,"co_author_invite_id":null,"email":"s***i@fppm.upsi.edu.my","display_order":-2,"name":"Mohd Sahandri Gani Hamzah","title":"Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia"},{"id":30273538,"work_id":34553743,"tagging_user_id":36564264,"tagged_user_id":37260868,"co_author_invite_id":null,"email":"g***c@fppm.upsi.edu.my","display_order":-1,"name":"Pauline Swee Choo Goh","title":"Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia"}],"downloadable_attachments":[{"id":54418870,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54418870/thumbnails/1.jpg","file_name":"3_Blended_E-Learning_Acceptance_as_Smart_Pedagogical_Tools..pdf","download_url":"https://www.academia.edu/attachments/54418870/download_file","bulk_download_file_name":"Blended_E_Learning_Acceptance_as_Smart_P.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54418870/3_Blended_E-Learning_Acceptance_as_Smart_Pedagogical_Tools.-libre.pdf?1505268525=\u0026response-content-disposition=attachment%3B+filename%3DBlended_E_Learning_Acceptance_as_Smart_P.pdf\u0026Expires=1743556006\u0026Signature=Tdm7RlyrF0wlYxjsZzw3B1o~EeVSLBNYCRFP1wikuPVdkv7o9T2RZt4NAU8Df9Y-G3H7nDyCgPzGu0ZW4V-gLkMs5EHA-mtMenkH8lLoS6fxb1fRmcdux80jh6FUzEFKpi~pL4xtBajFbyVALd4lGC0625HmfhMPQMrQ5pBWiBzrRAPe1EM2SGwbMueU9WieKwea6nxRO0rjcZ0wKON0ExBG29mpXkoOASuSVUosst6RcsdLe~A8dX8lk0gMsg5VrH5mbmFrXGxGyLK2a90jwXZSMOQ88lQ7-H379LaNeEUGb4~FvfZVBxeiw9ZnH3c3hW7C3nYOnryiRJqGb3pwZg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Blended_E_Learning_Acceptance_as_Smart_Pedagogical_Tools_An_Initial_Study_in_Malaysia","translated_slug":"","page_count":7,"language":"en","content_type":"Work","summary":"The use of technology in classrooms has been considered as the solution to social, economic and educational problems since its introduction to education in mid-1970. 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Teknologi ini mempengaruhi cara anak-anak muda bermain, bersosial dan berkomunikasi serta telah memberi impak yang besar di dalam sistem pendidikan. Menyedari keadaan ini, Kementerian Pendidikan Malaysia (KPM) telah mengambil langkah proaktif dalam merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Inisiatif baharu bagi memastikan kejayaan konsep pembestarian sekolah ini, KPM telah memperkenalkan satu platform Pembelajaran Teradun yang di kenali sebagai Persekitaran Pembelajaran Maya-Frog (Frog VLE). Sehubungan itu, hampir kesemua sekolah di Malaysia iaitu hampir 10,000 buah sekolah telah dibekalkan dengan kemudahan ICT (Projek 1BestariNet) bagi merealisasikan konsep pembestarian ini. Penulisan ini akan menerangkan pandangan dan pelaksanaan Frog VLE dalam pengajaran dan pembelajaran di bilik darjah dalam kalangan guru. Kata kunci: Frog VLE, persekitaran pembelajaran maya, penerimaan, kaedah pelaksanaan Pengenalan Selari dengan perkembangan teknologi yang begitu pesat kini, transformasi sistem pendidikan negara amat perlu dijayakan bagi menghasilkan impak positif kepada pembelajaran pelajar. Penggunaan teknologi secara dinamik dalam dunia pendidikan telah memberi kesan langsung kepada perkembangan kurikulum dan pedagogi pendidikan itu sendiri (Savin-Baden et al., 2010; Simelane & Mji, 2014). Sebagai mengambil langkah proaktif, Kementerian Pendidikan Malaysia (KPM) telah merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Antara perubahan yang telah dilaksanakan adalah penarafan sekolah bestari kepada sekolah-sekolah terpilih (Projek Sekolah Bestari), di bawah Pelan Pembestarian Sekolah, di mana pelan strategik ini telah</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5c5fa96530530399408dbaf4abcdd5e3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418848,"asset_id":34553731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418848/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553731]").text(description); $(".js-view-count[data-work-id=34553731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5c5fa96530530399408dbaf4abcdd5e3" } } $('.js-work-strip[data-work-id=34553731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553731,"title":"Frog VLE (persekitaran pembelajaran maya) dalam pengajaran dan pembelajaran: Penerimaan dan kaedah pelaksanaannya** [Frog VLE (virtual learning) in teaching and learning: Acceptance and its implementation","translated_title":"","metadata":{"abstract":"Perkembangan Teknologi Maklumat dan Komunikasi (ICT) telah banyak mempengaruhi budaya kehidupan masa kini. Teknologi ini mempengaruhi cara anak-anak muda bermain, bersosial dan berkomunikasi serta telah memberi impak yang besar di dalam sistem pendidikan. Menyedari keadaan ini, Kementerian Pendidikan Malaysia (KPM) telah mengambil langkah proaktif dalam merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Inisiatif baharu bagi memastikan kejayaan konsep pembestarian sekolah ini, KPM telah memperkenalkan satu platform Pembelajaran Teradun yang di kenali sebagai Persekitaran Pembelajaran Maya-Frog (Frog VLE). Sehubungan itu, hampir kesemua sekolah di Malaysia iaitu hampir 10,000 buah sekolah telah dibekalkan dengan kemudahan ICT (Projek 1BestariNet) bagi merealisasikan konsep pembestarian ini. Penulisan ini akan menerangkan pandangan dan pelaksanaan Frog VLE dalam pengajaran dan pembelajaran di bilik darjah dalam kalangan guru. Kata kunci: Frog VLE, persekitaran pembelajaran maya, penerimaan, kaedah pelaksanaan Pengenalan Selari dengan perkembangan teknologi yang begitu pesat kini, transformasi sistem pendidikan negara amat perlu dijayakan bagi menghasilkan impak positif kepada pembelajaran pelajar. Penggunaan teknologi secara dinamik dalam dunia pendidikan telah memberi kesan langsung kepada perkembangan kurikulum dan pedagogi pendidikan itu sendiri (Savin-Baden et al., 2010; Simelane \u0026 Mji, 2014). Sebagai mengambil langkah proaktif, Kementerian Pendidikan Malaysia (KPM) telah merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Antara perubahan yang telah dilaksanakan adalah penarafan sekolah bestari kepada sekolah-sekolah terpilih (Projek Sekolah Bestari), di bawah Pelan Pembestarian Sekolah, di mana pelan strategik ini telah"},"translated_abstract":"Perkembangan Teknologi Maklumat dan Komunikasi (ICT) telah banyak mempengaruhi budaya kehidupan masa kini. Teknologi ini mempengaruhi cara anak-anak muda bermain, bersosial dan berkomunikasi serta telah memberi impak yang besar di dalam sistem pendidikan. Menyedari keadaan ini, Kementerian Pendidikan Malaysia (KPM) telah mengambil langkah proaktif dalam merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Inisiatif baharu bagi memastikan kejayaan konsep pembestarian sekolah ini, KPM telah memperkenalkan satu platform Pembelajaran Teradun yang di kenali sebagai Persekitaran Pembelajaran Maya-Frog (Frog VLE). Sehubungan itu, hampir kesemua sekolah di Malaysia iaitu hampir 10,000 buah sekolah telah dibekalkan dengan kemudahan ICT (Projek 1BestariNet) bagi merealisasikan konsep pembestarian ini. Penulisan ini akan menerangkan pandangan dan pelaksanaan Frog VLE dalam pengajaran dan pembelajaran di bilik darjah dalam kalangan guru. Kata kunci: Frog VLE, persekitaran pembelajaran maya, penerimaan, kaedah pelaksanaan Pengenalan Selari dengan perkembangan teknologi yang begitu pesat kini, transformasi sistem pendidikan negara amat perlu dijayakan bagi menghasilkan impak positif kepada pembelajaran pelajar. Penggunaan teknologi secara dinamik dalam dunia pendidikan telah memberi kesan langsung kepada perkembangan kurikulum dan pedagogi pendidikan itu sendiri (Savin-Baden et al., 2010; Simelane \u0026 Mji, 2014). Sebagai mengambil langkah proaktif, Kementerian Pendidikan Malaysia (KPM) telah merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. 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It is carried out by using selected journals available online from the Education Resources Information Center (ERIC) which are then analysed with Complex Adaptive Blended Learning Systems, introduced by Wang, Han & Yang (2015). The authors are convinced that this method will systematically and accurately improve our overall understanding towards the blended learning approach based on literature review and produce a complete overview towards the research field related to this learning approach. This method will also lead to profound knowledge on the dynamic features and natural properties of the blended learning approach. In this study, the content analysis research is conducted on 42 empirical studies from the current literature review. Findings show certain gaps in current practices and studies on blended learning that will further increases our insight into potential features that are less highlighted in this new learning approach. The result of this study intends to: 1) clearly explain the existing gap within the studies on blended learning in the education field; and 2) enhance our knowledge on previous findings as well as needs that must be achieved within the practices and studies on blended learning in Malaysia.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-34553678-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-34553678-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/23179894/figure-1-furthermore-zaharah-saedah-ghazali-nur-hasbuna"><img alt="Furthermore, Zaharah, Saedah, Ghazali, & Nur Hasbuna (2015), explain that blended learning is a combination of the conventional learning model and online learning. As such, learners are expected to actively involved in learning process until they personally identified a learning method that work best for themselves. In this process, teachers only function as mediator, facilitator or a companion to create a meaningful and conducive learning environment. It is convinced that blended learning will eventually enhance the conventional learning model by means of the advanced technology nowadays. The overview of blended learning concept is shown in Figure 1. " class="figure-slide-image" src="https://figures.academia-assets.com/54418820/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/23179899/figure-2-based-on-the-development-of-current-technology-the"><img alt="Based on the development of current technology, the learning systems nowadays are more complex and dynamic. Wang et al. (2015) suggested a six-dimensional subsystems for the learning system through Complex Adaptive Blended Learning Systems. These six subsystems would interact with each other in a non-linear and dynamic way, as in congruent with the other Complex Adaptive Systems. At the same time, each of these subsystems owned its features or characteristic, able to self-motivate while dependent on each other to maintain competitiveness. Moreover, each subsystem would have its own subsystems and they would interact with one another to form a blended learning system. Figure 2 below shows the six subsystems and their connection: learner; teacher; technology; content; learning support; and institution. " class="figure-slide-image" src="https://figures.academia-assets.com/54418820/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/23179906/figure-3-the-amount-of-studies-conducted-which-are-related"><img alt="The amount of studies conducted which are related to each of the subsystems must be identified in order to capture the complete overview of the latest trend and development of studies on blended learning since 2015. Figure 3 below shows the amount of studies related to each of the subsystems with a total of 42 articles. Based on literature review, each of those articles is related to more than one subsystem. The most popular with 56.8% (25) studies each, focused on the subsystems of learner and learning support; followed by technology subsystem with 38.6%, content subsystem with 20.5% and institution subsystem with 15.9%. Teacher subsystem was the least focused subsystem with 11.4% (5) studies only. " class="figure-slide-image" src="https://figures.academia-assets.com/54418820/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/23179910/figure-3-both-and-indicate-that-the-teacher-subsystem-and"><img alt="Both Figure 3 and Figure 4 indicate that the teacher subsystem and its relationship to the others are the least studied relationship. Moreover, there is no trace of research focusing on the relationships between teacher — learner, teacher — content, learner — institution, content — institution and technology — institution based on literature review. Contrary to that, these relationships are no less important, which could have comprehensively explain and determine the factors of success of the practices of blended learning approach. Furthermore, this analysis has found out that there is not only one-to-one relationship between the subsystems but there are also one-to-various relationships or even various relationships occurred between the subsystems in CABLS which are not analysed or elaborated in this study. The writing of this study is focused on one-to-one relationship between the subsystems because of the scope limit within this study eventhough the other relationships are also important. In conclusion, the findings in Figure 4 are a combination of the findings in Figure 3. The combination of both findings directly indicates the complete overview of the research landscape of current blended learning. As such, as mentioned earlier, the identification of subsystems and their relationships are able to enhance our knowledge on the gap or differences as well as the existed focuses within the studies and practices on blended learning. Indicator: T=Teacher; L=Learner; C=Content; Te=Technology; LS=Learning Support; I=Institution " class="figure-slide-image" src="https://figures.academia-assets.com/54418820/figure_004.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-34553678-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="50c54cf0c13734b6d48bf8c13f5fa97c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418820,"asset_id":34553678,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418820/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553678"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553678"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553678; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553678]").text(description); $(".js-view-count[data-work-id=34553678]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553678; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553678']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "50c54cf0c13734b6d48bf8c13f5fa97c" } } $('.js-work-strip[data-work-id=34553678]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553678,"title":"Blended learning in selected journals: a content analysis using the Complex Adaptive Blended Learning Systems","translated_title":"","metadata":{"abstract":"This study focuses on the content analysis method and its finding towards the Blended learning approach by means of literature review. It is carried out by using selected journals available online from the Education Resources Information Center (ERIC) which are then analysed with Complex Adaptive Blended Learning Systems, introduced by Wang, Han \u0026 Yang (2015). The authors are convinced that this method will systematically and accurately improve our overall understanding towards the blended learning approach based on literature review and produce a complete overview towards the research field related to this learning approach. This method will also lead to profound knowledge on the dynamic features and natural properties of the blended learning approach. In this study, the content analysis research is conducted on 42 empirical studies from the current literature review. Findings show certain gaps in current practices and studies on blended learning that will further increases our insight into potential features that are less highlighted in this new learning approach. 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The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b3c17fce55af351cd7559c85afc7915b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418798,"asset_id":34553657,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418798/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553657"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553657]").text(description); $(".js-view-count[data-work-id=34553657]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553657']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b3c17fce55af351cd7559c85afc7915b" } } $('.js-work-strip[data-work-id=34553657]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553657,"title":"Blended learning: pedagogy, learning styles, and assessment activities in the classroom","translated_title":"","metadata":{"abstract":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom."},"translated_abstract":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. 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Faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun dikenal pasti melalui tinjauan literature dan tinjuan ringkas-temubual semi berstruktur. Tujuan penulisan ini adalah untuk membincangkan secara terperinci pembentukan dan penetapan faktor-faktor penerimaan guru terhadap Pembelajaran Teradun berdasarkan model-model terdahulu bagi persekitaran pembelajaran sekolah-sekolah Malaysia. Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aee5d26e9d27fad5e392d2f892df3463" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418754,"asset_id":34553640,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418754/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553640"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553640"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553640; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553640]").text(description); $(".js-view-count[data-work-id=34553640]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553640; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553640']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aee5d26e9d27fad5e392d2f892df3463" } } $('.js-work-strip[data-work-id=34553640]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553640,"title":"Pembelajaran Teradun: Satu tinjauan literatur terhadap faktor- faktor penerimaan guru melalui model-model penerimaan","translated_title":"","metadata":{"abstract":"Penulisan ini akan membincangkan faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun berdasarkan model-model penerimaan terdahulu yang telah stabil. 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Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia.","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":54418754,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/54418754/thumbnails/1.jpg","file_name":"2_JRPPTTE_Faktor_Pembelajaran_Teradun_azli_vol6_1_2016.pdf","download_url":"https://www.academia.edu/attachments/54418754/download_file","bulk_download_file_name":"Pembelajaran_Teradun_Satu_tinjauan_liter.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/54418754/2_JRPPTTE_Faktor_Pembelajaran_Teradun_azli_vol6_1_2016-libre.pdf?1505267359=\u0026response-content-disposition=attachment%3B+filename%3DPembelajaran_Teradun_Satu_tinjauan_liter.pdf\u0026Expires=1743556006\u0026Signature=dEU81GHyuhrnfU0tAexf9VeBsdIxu0Qnvhsr9Hjsm3nthsU5QHWMughuOHYqIy94YFFdEIrx77xSNtbL78BVSVtLy9EWumjoN-SRxs0nYM-Z0eqCsrN9EK5tY4emM287h3HQ-H082puFhdBxJJcD9WAMXZ-WG02lkT-lJVH4NpLw1YsggejXFPVreLTUj4KT-bz~qfolyZYrpFERlkVLe7uQBPFPZYaotZlMs2hGERgSM4rexqmL5vvjZT3OgqiqXD~Ew3PXCCDJmOEl5LbgqNv~YL1odAXlkUtVXWzhVImIm5cw109UXQnLs8c1~u9KIDHEvdOJHcK-LT1L4NV~Pg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":131825,"name":"Blended Learning and the Use of Information Technology in Education","url":"https://www.academia.edu/Documents/in/Blended_Learning_and_the_Use_of_Information_Technology_in_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-34553640-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="7431724" id="papers"><div class="js-work-strip profile--work_container" data-work-id="83351905"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83351905/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour"><img alt="Research paper thumbnail of Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour" class="work-thumbnail" src="https://attachments.academia-assets.com/88724664/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83351905/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour">Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour</a></div><div class="wp-workCard_item"><span>International Journal of Instruction</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to evaluate the implementation of ICT policies in investigating o B...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="52137d9d6578f1b0e5b630814a9b67bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88724664,"asset_id":83351905,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88724664/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83351905"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83351905"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83351905; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83351905]").text(description); $(".js-view-count[data-work-id=83351905]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83351905; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83351905']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "52137d9d6578f1b0e5b630814a9b67bd" } } $('.js-work-strip[data-work-id=83351905]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83351905,"title":"Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour","translated_title":"","metadata":{"publisher":"Modestum Publishing Ltd","ai_title_tag":"Factors Influencing Behavioral Intention in Blended Learning","grobid_abstract":"The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. 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Faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun dikenal pasti melalui tinjauan literature dan tinjuan ringkas-temubual semi berstruktur. Tujuan penulisan ini adalah untuk membincangkan secara terperinci pembentukan dan penetapan faktor-faktor penerimaan guru terhadap Pembelajaran Teradun berdasarkan model-model terdahulu bagi persekitaran pembelajaran sekolah-sekolah Malaysia. Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="82857515"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="82857515"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82857515; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82857515]").text(description); $(".js-view-count[data-work-id=82857515]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82857515; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='82857515']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=82857515]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":82857515,"title":"Pembelajaran Teradun: Satu Tinjauan literatur Terhadap Faktor-Faktor Penerimaan Guru Melalui Model-Model Penerimaan","translated_title":"","metadata":{"abstract":"Penulisan ini akan membincangkan faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun berdasarkan model-model penerimaan terdahulu yang telah stabil. Faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun dikenal pasti melalui tinjauan literature dan tinjuan ringkas-temubual semi berstruktur. Tujuan penulisan ini adalah untuk membincangkan secara terperinci pembentukan dan penetapan faktor-faktor penerimaan guru terhadap Pembelajaran Teradun berdasarkan model-model terdahulu bagi persekitaran pembelajaran sekolah-sekolah Malaysia. Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia","publication_date":{"day":null,"month":null,"year":2016,"errors":{}}},"translated_abstract":"Penulisan ini akan membincangkan faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun berdasarkan model-model penerimaan terdahulu yang telah stabil. 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Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia","internal_url":"https://www.academia.edu/82857515/Pembelajaran_Teradun_Satu_Tinjauan_literatur_Terhadap_Faktor_Faktor_Penerimaan_Guru_Melalui_Model_Model_Penerimaan","translated_internal_url":"","created_at":"2022-07-10T05:37:24.505-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36564264,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Pembelajaran_Teradun_Satu_Tinjauan_literatur_Terhadap_Faktor_Faktor_Penerimaan_Guru_Melalui_Model_Model_Penerimaan","translated_slug":"","page_count":null,"language":"id","content_type":"Work","summary":"Penulisan ini akan membincangkan faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun berdasarkan model-model penerimaan terdahulu yang telah stabil. Faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun dikenal pasti melalui tinjauan literature dan tinjuan ringkas-temubual semi berstruktur. Tujuan penulisan ini adalah untuk membincangkan secara terperinci pembentukan dan penetapan faktor-faktor penerimaan guru terhadap Pembelajaran Teradun berdasarkan model-model terdahulu bagi persekitaran pembelajaran sekolah-sekolah Malaysia. Hasil penulisan ini diharap dapat memberi gambaran lengkap berkenaan faktor-faktor penerimaan guru dan ianya mampu menjadi panduan kepada pelaksana polisi bagi menjayakan pendekatan Pembelajaran Teradun di Malaysia","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[],"research_interests":[{"id":131825,"name":"Blended Learning and the Use of Information Technology in Education","url":"https://www.academia.edu/Documents/in/Blended_Learning_and_the_Use_of_Information_Technology_in_Education"},{"id":1657605,"name":"UNIVERSITI PENDIDIKAN SULTAN IDRIS","url":"https://www.academia.edu/Documents/in/UNIVERSITI_PENDIDIKAN_SULTAN_IDRIS"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-82857515-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="58573381"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/58573381/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour"><img alt="Research paper thumbnail of Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour" class="work-thumbnail" src="https://attachments.academia-assets.com/72920330/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/58573381/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour">Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to evaluate the implementation of ICT policies in investigating o B...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bbdd3d536ce6a46e14fa72d7539c22ca" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":72920330,"asset_id":58573381,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/72920330/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="58573381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="58573381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 58573381; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=58573381]").text(description); $(".js-view-count[data-work-id=58573381]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 58573381; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='58573381']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bbdd3d536ce6a46e14fa72d7539c22ca" } } $('.js-work-strip[data-work-id=58573381]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":58573381,"title":"Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour","translated_title":"","metadata":{"grobid_abstract":"The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. 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The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. 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The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="27f9ee5b2b819f900d4a07c2a4016815" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":70956377,"asset_id":54732197,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/70956377/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="54732197"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="54732197"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 54732197; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=54732197]").text(description); $(".js-view-count[data-work-id=54732197]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 54732197; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='54732197']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "27f9ee5b2b819f900d4a07c2a4016815" } } $('.js-work-strip[data-work-id=54732197]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":54732197,"title":"Blended learning: pedagogy, learning styles, and assessment activities in the classroom","translated_title":"","metadata":{"publisher":"International Journal of Advanced and Applied Sciences","grobid_abstract":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. 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The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="33de2bd6c67e2ac9496797fde1053a49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69764474,"asset_id":52550560,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69764474/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="52550560"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="52550560"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 52550560; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=52550560]").text(description); $(".js-view-count[data-work-id=52550560]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 52550560; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='52550560']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "33de2bd6c67e2ac9496797fde1053a49" } } $('.js-work-strip[data-work-id=52550560]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":52550560,"title":"Blended learning: pedagogy, learning styles, and assessment activities in the classroom","translated_title":"","metadata":{"publisher":"International Journal of Advanced and Applied Sciences","grobid_abstract":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. 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The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":69764474,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/69764474/thumbnails/1.jpg","file_name":"07_202016-3-11-pp.36-39.pdf","download_url":"https://www.academia.edu/attachments/69764474/download_file","bulk_download_file_name":"Blended_learning_pedagogy_learning_style.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/69764474/07_202016-3-11-pp.36-39-libre.pdf?1631828893=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_pedagogy_learning_style.pdf\u0026Expires=1743556006\u0026Signature=Ekfuh1GKrYuuLliiQxYLPrQ1k2xCOPqkLl4fAY~ClhbdT7xz5Jbte4H4EfzV9FQ5msUQnsDq8A3x1oa~setyoz-gETB8WHtL8Ufd-su9horvSbbNjI3sbaw92wvZSc4X7LlN-mydRHym5jIH395k6JGwbx8EPrROBs0RQm5qt2CapqXjCwhhDyyanTSpOQzYsp5DblvJ~1JD9XP1Zf7NFGPrXG0QZrEgs9aZsNUa5usUouAeQRVDKPkOh-vmcFXZrjKUMpp6ObH5ajAPLMIIXUfz-UwiIZDUeIwOoiwBp4rBmrffmHafLgVEnB1VjH2949hAV8heYTMhBAmvE3xuNA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":69764475,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/69764475/thumbnails/1.jpg","file_name":"07_202016-3-11-pp.36-39.pdf","download_url":"https://www.academia.edu/attachments/69764475/download_file","bulk_download_file_name":"Blended_learning_pedagogy_learning_style.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/69764475/07_202016-3-11-pp.36-39-libre.pdf?1631828894=\u0026response-content-disposition=attachment%3B+filename%3DBlended_learning_pedagogy_learning_style.pdf\u0026Expires=1743556006\u0026Signature=Jr9GkO52ONQTqvy6BQVaviriywPczi2bypBKZ7lRnCeHtTwyfmec39mXFTe74favqoUl2400SkUUgtxNmjsD9kkppUoATaWI3AsUp5EgdQn~wsU1qsVbrCrbpYjveUsA2YqajUHcrO0qh7~TUVZMkYNuoS5F06JgcdfWQTguPtwSzEBEaVvD7UHQTF1FKpdNZTiA0ciDylO3wHQutYtLqEqIa0n2ZQwIIv4MwwldnWUXQAdYXXKatLulwdr1tK-8qQvkRw06bsFy7JstbG95U3S95qjmxGlptOWdB4qALjKtax~O2ZI67lPzue~RetcPY6CTkH7P7YNyK5XPU6cWAQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":127647,"name":"Leraning and Teaching","url":"https://www.academia.edu/Documents/in/Leraning_and_Teaching"},{"id":1047498,"name":"Lerning Styles","url":"https://www.academia.edu/Documents/in/Lerning_Styles"}],"urls":[{"id":11239704,"url":"http://science-gate.com/IJAAS/Articles/2016-3-11/07%202016-3-11-pp.36-39.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-52550560-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="51789631"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/51789631/Modelling_the_Factor_Influencing_the_Implementation_of_Mobile_Heutagogical_Practices_among_Teachers_An_Application_of_Invariance_Multi_Group_Structural_Model"><img alt="Research paper thumbnail of Modelling the Factor Influencing the Implementation of Mobile-Heutagogical Practices among Teachers: An Application of Invariance Multi-Group Structural Model" class="work-thumbnail" src="https://attachments.academia-assets.com/69356722/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/51789631/Modelling_the_Factor_Influencing_the_Implementation_of_Mobile_Heutagogical_Practices_among_Teachers_An_Application_of_Invariance_Multi_Group_Structural_Model">Modelling the Factor Influencing the Implementation of Mobile-Heutagogical Practices among Teachers: An Application of Invariance Multi-Group Structural Model</a></div><div class="wp-workCard_item"><span>International Journal of Learning, Teaching and Educational Research</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56c1a33c22b01abd0c655569cf77bff8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":69356722,"asset_id":51789631,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/69356722/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="51789631"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="51789631"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51789631; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51789631]").text(description); $(".js-view-count[data-work-id=51789631]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51789631; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='51789631']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "56c1a33c22b01abd0c655569cf77bff8" } } $('.js-work-strip[data-work-id=51789631]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":51789631,"title":"Modelling the Factor Influencing the Implementation of Mobile-Heutagogical Practices among Teachers: An Application of Invariance Multi-Group Structural Model","translated_title":"","metadata":{"publisher":"Society for Research and Knowledge Management","ai_abstract":"The purpose of the study is to identify factors that influence behavioral intention (BI) of teachers in the developing of the Moblie-Heutagogical (m-Heutagogical) Acceptance and Use Model. Many recent surges in published studies have revealed that m-Heutagogy has significant impacts on Edu. 4.0. However, the integrations seem to face a low level of its use among educators in the Malaysia setting. Methodologically, the study used the quantitative approach. A selfadministered survey was conducted involving 246 teachers, who were randomly selected from several teacher institutions and universities, where 58.1% (143) of the respondents were pre-service teachers, and 41.9% (103) were practicing teachers. Structural Equation Modeling (SEM) with the use of IBM SPSS Amos was performed to determine the estimates of the parameters of the study model. The study showed that the proposed model fulfilled the requirements of the predetermined fit index, showing Use Expectancy (UE), Facilitating Condition (FC), Social Influence (SI), and Mobile Teacher Efficacy (MTE) were significant factors of behavioral intention (BI). Overall, the analysis of SEM provided strong evidence that the variables of the study contributed to 69.8% of the variances in BI. Also, the findings showed that MTE influenced Behavioural Intention (BI) in the use of mobile heutagogy more strongly for practicing teachers than for pre-service teachers. The implication, this study is the proposed conceptual model can serve as a constructive guideline to help the stakeholders, notably the policymaker, professional development for teachers and to facilitate the implementation of mobile heutagogical practices.","publication_name":"International Journal of Learning, Teaching and Educational Research"},"translated_abstract":null,"internal_url":"https://www.academia.edu/51789631/Modelling_the_Factor_Influencing_the_Implementation_of_Mobile_Heutagogical_Practices_among_Teachers_An_Application_of_Invariance_Multi_Group_Structural_Model","translated_internal_url":"","created_at":"2021-09-10T19:38:40.841-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":36564264,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":69356722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/69356722/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/69356722/download_file","bulk_download_file_name":"Modelling_the_Factor_Influencing_the_Imp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/69356722/pdf-libre.pdf?1631331401=\u0026response-content-disposition=attachment%3B+filename%3DModelling_the_Factor_Influencing_the_Imp.pdf\u0026Expires=1743556006\u0026Signature=VLTe7bcomHTZTkZacBkNqdQENSJT4Ga3EWbdO4cgSRhe7JmLuf7kNXYCLE3GFfSgDr~J~qqEcyZf5n0qu0RyqRReNqwtSkbu0Ax3XDbcQn5yB1jN5~-daRjXyA3Q8~5Bgpozk2HqF3mx19zKUdfZog7KLc2Wv1e9un72-YkjZB2octPKASvPeB0a5ASa63uGbd~SaNBcZ2cK9qHnn-6MstvCeWTr5YAPQlRKk3DgfC3s7nmL~0YEcRu0kXXr2Fz~5KjnWnjpC20Kmgmaq0Ln-kgUUY9xm0cKjktlT90KYEjPdiHXWVIB~W00yiCItrpkg0EQKJrTRXP3iiHceNdVKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Modelling_the_Factor_Influencing_the_Implementation_of_Mobile_Heutagogical_Practices_among_Teachers_An_Application_of_Invariance_Multi_Group_Structural_Model","translated_slug":"","page_count":16,"language":"en","content_type":"Work","summary":null,"owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":69356722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/69356722/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/69356722/download_file","bulk_download_file_name":"Modelling_the_Factor_Influencing_the_Imp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/69356722/pdf-libre.pdf?1631331401=\u0026response-content-disposition=attachment%3B+filename%3DModelling_the_Factor_Influencing_the_Imp.pdf\u0026Expires=1743556006\u0026Signature=VLTe7bcomHTZTkZacBkNqdQENSJT4Ga3EWbdO4cgSRhe7JmLuf7kNXYCLE3GFfSgDr~J~qqEcyZf5n0qu0RyqRReNqwtSkbu0Ax3XDbcQn5yB1jN5~-daRjXyA3Q8~5Bgpozk2HqF3mx19zKUdfZog7KLc2Wv1e9un72-YkjZB2octPKASvPeB0a5ASa63uGbd~SaNBcZ2cK9qHnn-6MstvCeWTr5YAPQlRKk3DgfC3s7nmL~0YEcRu0kXXr2Fz~5KjnWnjpC20Kmgmaq0Ln-kgUUY9xm0cKjktlT90KYEjPdiHXWVIB~W00yiCItrpkg0EQKJrTRXP3iiHceNdVKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":10993743,"url":"http://ijlter.org/index.php/ijlter/article/view/1833/pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-51789631-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="39252529"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/39252529/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour"><img alt="Research paper thumbnail of Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour" class="work-thumbnail" src="https://attachments.academia-assets.com/59385080/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/39252529/Implementation_of_ICT_Policy_Blended_Learning_Approach_Investigating_factors_of_Behavioural_Intention_and_Use_Behaviour">Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour</a></div><div class="wp-workCard_item"><span>International Journal of Instruction</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study was to evaluate the implementation of ICT policies in investigating o B...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ccbc1e3a8ecfcb8f94d18b7a4d9fa562" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59385080,"asset_id":39252529,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59385080/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39252529"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39252529"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39252529; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39252529]").text(description); $(".js-view-count[data-work-id=39252529]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39252529; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39252529']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ccbc1e3a8ecfcb8f94d18b7a4d9fa562" } } $('.js-work-strip[data-work-id=39252529]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39252529,"title":"Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour","translated_title":"","metadata":{"abstract":"The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. 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This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.","ai_title_tag":"Factors Influencing ICT Policy in Blended Learning","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"International Journal of Instruction"},"translated_abstract":"The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. 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The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.","owner":{"id":36564264,"first_name":"Mohd Azli","middle_initials":"","last_name":"Yeop","page_name":"AzliYeop","domain_name":"upsi-my","created_at":"2015-10-19T19:20:15.625-07:00","display_name":"Mohd Azli Yeop","url":"https://upsi-my.academia.edu/AzliYeop"},"attachments":[{"id":59385080,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59385080/thumbnails/1.jpg","file_name":"10_AzliYeop_IJI_2019_1_4920190524-49360-tqm9c6.pdf","download_url":"https://www.academia.edu/attachments/59385080/download_file","bulk_download_file_name":"Implementation_of_ICT_Policy_Blended_Lea.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59385080/10_AzliYeop_IJI_2019_1_4920190524-49360-tqm9c6-libre.pdf?1558746414=\u0026response-content-disposition=attachment%3B+filename%3DImplementation_of_ICT_Policy_Blended_Lea.pdf\u0026Expires=1743556006\u0026Signature=cX7TDtOsgDYxEVhmT9zstrWba11OioOTasW~y5ekdwea7pvcldOJBzcRFuQSWG03KuBfT53cb8xpkrA8tG-g-jWuvQrb861okLynfqRHEMbeztBkEz54djJRCh-LIzmDCz2ICCnfn17DI1w7H77B~1Uqslm9a8XJkYowTMrbQ7q78Fdcv-1MPFInUrab-kydVF6CUMUd9693nYjs4l77iiTcD1m9~LOCD3Vzots~8WDjFKJCnRzVWFdIDw70CiZUtIf5-8oHiVUcHuGHRLpGtbQRNGI9KEtla7Cp-AWzodts-jxzE32vy-YxkhFacwMGRDAmWMlDFqn~oxR~ggbw7w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4763,"name":"Online Instruction","url":"https://www.academia.edu/Documents/in/Online_Instruction"},{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology"},{"id":24832,"name":"Blended Learning","url":"https://www.academia.edu/Documents/in/Blended_Learning"},{"id":131825,"name":"Blended Learning and the Use of Information Technology in Education","url":"https://www.academia.edu/Documents/in/Blended_Learning_and_the_Use_of_Information_Technology_in_Education"},{"id":405824,"name":"Technology Acceptance Model","url":"https://www.academia.edu/Documents/in/Technology_Acceptance_Model"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-39252529-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="34553759"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/34553759/Blended_learning_its_implementation_and_promote_continuing_e_learning_environment_among_student_teachers"><img alt="Research paper thumbnail of Blended learning: its implementation and promote continuing e-learning environment among student-teachers" class="work-thumbnail" src="https://attachments.academia-assets.com/54418893/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/34553759/Blended_learning_its_implementation_and_promote_continuing_e_learning_environment_among_student_teachers">Blended learning: its implementation and promote continuing e-learning environment among student-teachers</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this paper is to understand and to explore the implementation of blended learning amon...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this paper is to understand and to explore the implementation of blended learning among student-teachers in Sultan Idris Education University (UPSI). UPSI has implemented blended learning via MyGuru and IMS platforms. Under the platforms, student teachers are able to perform E-Portfolio, E-Assessment, E-Quiz, E-PBL and etc. Besides, the paper also focuses on how far MyGuru and IMS in UPSI are complying with the E-Learning Framework as E-Learning Tools and promote blended learning among adult learners especially student teachers. A case study approach drawing on a phenomenological perspective was carried out in this research. The research has conducted in-depth interviews with students and lecturers to understand and explore their individual perception on the implementation of blended learning in teaching and learning among student teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="999983c3a469794ba6713d31055e6a07" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418893,"asset_id":34553759,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418893/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553759"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553759"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553759; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553759]").text(description); $(".js-view-count[data-work-id=34553759]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553759; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553759']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "999983c3a469794ba6713d31055e6a07" } } $('.js-work-strip[data-work-id=34553759]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553759,"title":"Blended learning: its implementation and promote continuing e-learning environment among student-teachers","translated_title":"","metadata":{"abstract":"The aim of this paper is to understand and to explore the implementation of blended learning among student-teachers in Sultan Idris Education University (UPSI). UPSI has implemented blended learning via MyGuru and IMS platforms. Under the platforms, student teachers are able to perform E-Portfolio, E-Assessment, E-Quiz, E-PBL and etc. Besides, the paper also focuses on how far MyGuru and IMS in UPSI are complying with the E-Learning Framework as E-Learning Tools and promote blended learning among adult learners especially student teachers. A case study approach drawing on a phenomenological perspective was carried out in this research. The research has conducted in-depth interviews with students and lecturers to understand and explore their individual perception on the implementation of blended learning in teaching and learning among student teachers."},"translated_abstract":"The aim of this paper is to understand and to explore the implementation of blended learning among student-teachers in Sultan Idris Education University (UPSI). UPSI has implemented blended learning via MyGuru and IMS platforms. Under the platforms, student teachers are able to perform E-Portfolio, E-Assessment, E-Quiz, E-PBL and etc. Besides, the paper also focuses on how far MyGuru and IMS in UPSI are complying with the E-Learning Framework as E-Learning Tools and promote blended learning among adult learners especially student teachers. A case study approach drawing on a phenomenological perspective was carried out in this research. 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UPSI has implemented blended learning via MyGuru and IMS platforms. Under the platforms, student teachers are able to perform E-Portfolio, E-Assessment, E-Quiz, E-PBL and etc. Besides, the paper also focuses on how far MyGuru and IMS in UPSI are complying with the E-Learning Framework as E-Learning Tools and promote blended learning among adult learners especially student teachers. A case study approach drawing on a phenomenological perspective was carried out in this research. 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There have been many studies conducted on the different aspects of the use of technology in teaching and learning. However, study on teaching with Blended Learning in teaching and learning has not been highlighted especially in Malaysian context. It examines the effects of the exogenous variables towards with use of Blended Learning in teaching and learning among secondary teachers. The proposed research variables are based on previous models of technology acceptance. A total of 98 secondary teachers completed the questionnaire measuring their responses to computer attitudes (CA), computer teaching efficacy (CTE) and school environment (SE) and Blended Learning (BL). Structural Equation Modelling (SEM) was used as the main technique for data analysis. All hypotheses were supported by the data and have direct effects towards Blended Learning use. To sum up, the study provided larger implications for development in theory, practices and policymaking that could be related to the BL use among teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e50d0374cb46a1b449c73108146b8760" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418870,"asset_id":34553743,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418870/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553743"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553743"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553743; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553743]").text(description); $(".js-view-count[data-work-id=34553743]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553743; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553743']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e50d0374cb46a1b449c73108146b8760" } } $('.js-work-strip[data-work-id=34553743]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553743,"title":"Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia","translated_title":"","metadata":{"abstract":"The use of technology in classrooms has been considered as the solution to social, economic and educational problems since its introduction to education in mid-1970. 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Teknologi ini mempengaruhi cara anak-anak muda bermain, bersosial dan berkomunikasi serta telah memberi impak yang besar di dalam sistem pendidikan. Menyedari keadaan ini, Kementerian Pendidikan Malaysia (KPM) telah mengambil langkah proaktif dalam merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Inisiatif baharu bagi memastikan kejayaan konsep pembestarian sekolah ini, KPM telah memperkenalkan satu platform Pembelajaran Teradun yang di kenali sebagai Persekitaran Pembelajaran Maya-Frog (Frog VLE). Sehubungan itu, hampir kesemua sekolah di Malaysia iaitu hampir 10,000 buah sekolah telah dibekalkan dengan kemudahan ICT (Projek 1BestariNet) bagi merealisasikan konsep pembestarian ini. Penulisan ini akan menerangkan pandangan dan pelaksanaan Frog VLE dalam pengajaran dan pembelajaran di bilik darjah dalam kalangan guru. Kata kunci: Frog VLE, persekitaran pembelajaran maya, penerimaan, kaedah pelaksanaan Pengenalan Selari dengan perkembangan teknologi yang begitu pesat kini, transformasi sistem pendidikan negara amat perlu dijayakan bagi menghasilkan impak positif kepada pembelajaran pelajar. Penggunaan teknologi secara dinamik dalam dunia pendidikan telah memberi kesan langsung kepada perkembangan kurikulum dan pedagogi pendidikan itu sendiri (Savin-Baden et al., 2010; Simelane & Mji, 2014). Sebagai mengambil langkah proaktif, Kementerian Pendidikan Malaysia (KPM) telah merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Antara perubahan yang telah dilaksanakan adalah penarafan sekolah bestari kepada sekolah-sekolah terpilih (Projek Sekolah Bestari), di bawah Pelan Pembestarian Sekolah, di mana pelan strategik ini telah</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5c5fa96530530399408dbaf4abcdd5e3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418848,"asset_id":34553731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418848/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553731]").text(description); $(".js-view-count[data-work-id=34553731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5c5fa96530530399408dbaf4abcdd5e3" } } $('.js-work-strip[data-work-id=34553731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553731,"title":"Frog VLE (persekitaran pembelajaran maya) dalam pengajaran dan pembelajaran: Penerimaan dan kaedah pelaksanaannya** [Frog VLE (virtual learning) in teaching and learning: Acceptance and its implementation","translated_title":"","metadata":{"abstract":"Perkembangan Teknologi Maklumat dan Komunikasi (ICT) telah banyak mempengaruhi budaya kehidupan masa kini. Teknologi ini mempengaruhi cara anak-anak muda bermain, bersosial dan berkomunikasi serta telah memberi impak yang besar di dalam sistem pendidikan. Menyedari keadaan ini, Kementerian Pendidikan Malaysia (KPM) telah mengambil langkah proaktif dalam merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Inisiatif baharu bagi memastikan kejayaan konsep pembestarian sekolah ini, KPM telah memperkenalkan satu platform Pembelajaran Teradun yang di kenali sebagai Persekitaran Pembelajaran Maya-Frog (Frog VLE). Sehubungan itu, hampir kesemua sekolah di Malaysia iaitu hampir 10,000 buah sekolah telah dibekalkan dengan kemudahan ICT (Projek 1BestariNet) bagi merealisasikan konsep pembestarian ini. Penulisan ini akan menerangkan pandangan dan pelaksanaan Frog VLE dalam pengajaran dan pembelajaran di bilik darjah dalam kalangan guru. Kata kunci: Frog VLE, persekitaran pembelajaran maya, penerimaan, kaedah pelaksanaan Pengenalan Selari dengan perkembangan teknologi yang begitu pesat kini, transformasi sistem pendidikan negara amat perlu dijayakan bagi menghasilkan impak positif kepada pembelajaran pelajar. Penggunaan teknologi secara dinamik dalam dunia pendidikan telah memberi kesan langsung kepada perkembangan kurikulum dan pedagogi pendidikan itu sendiri (Savin-Baden et al., 2010; Simelane \u0026 Mji, 2014). Sebagai mengambil langkah proaktif, Kementerian Pendidikan Malaysia (KPM) telah merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Antara perubahan yang telah dilaksanakan adalah penarafan sekolah bestari kepada sekolah-sekolah terpilih (Projek Sekolah Bestari), di bawah Pelan Pembestarian Sekolah, di mana pelan strategik ini telah"},"translated_abstract":"Perkembangan Teknologi Maklumat dan Komunikasi (ICT) telah banyak mempengaruhi budaya kehidupan masa kini. Teknologi ini mempengaruhi cara anak-anak muda bermain, bersosial dan berkomunikasi serta telah memberi impak yang besar di dalam sistem pendidikan. Menyedari keadaan ini, Kementerian Pendidikan Malaysia (KPM) telah mengambil langkah proaktif dalam merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. Inisiatif baharu bagi memastikan kejayaan konsep pembestarian sekolah ini, KPM telah memperkenalkan satu platform Pembelajaran Teradun yang di kenali sebagai Persekitaran Pembelajaran Maya-Frog (Frog VLE). Sehubungan itu, hampir kesemua sekolah di Malaysia iaitu hampir 10,000 buah sekolah telah dibekalkan dengan kemudahan ICT (Projek 1BestariNet) bagi merealisasikan konsep pembestarian ini. Penulisan ini akan menerangkan pandangan dan pelaksanaan Frog VLE dalam pengajaran dan pembelajaran di bilik darjah dalam kalangan guru. Kata kunci: Frog VLE, persekitaran pembelajaran maya, penerimaan, kaedah pelaksanaan Pengenalan Selari dengan perkembangan teknologi yang begitu pesat kini, transformasi sistem pendidikan negara amat perlu dijayakan bagi menghasilkan impak positif kepada pembelajaran pelajar. Penggunaan teknologi secara dinamik dalam dunia pendidikan telah memberi kesan langsung kepada perkembangan kurikulum dan pedagogi pendidikan itu sendiri (Savin-Baden et al., 2010; Simelane \u0026 Mji, 2014). Sebagai mengambil langkah proaktif, Kementerian Pendidikan Malaysia (KPM) telah merangka perubahan baru dalam sistem pendidikan selari dengan perkembangan teknologi semasa. 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It is carried out by using selected journals available online from the Education Resources Information Center (ERIC) which are then analysed with Complex Adaptive Blended Learning Systems, introduced by Wang, Han & Yang (2015). The authors are convinced that this method will systematically and accurately improve our overall understanding towards the blended learning approach based on literature review and produce a complete overview towards the research field related to this learning approach. This method will also lead to profound knowledge on the dynamic features and natural properties of the blended learning approach. In this study, the content analysis research is conducted on 42 empirical studies from the current literature review. Findings show certain gaps in current practices and studies on blended learning that will further increases our insight into potential features that are less highlighted in this new learning approach. The result of this study intends to: 1) clearly explain the existing gap within the studies on blended learning in the education field; and 2) enhance our knowledge on previous findings as well as needs that must be achieved within the practices and studies on blended learning in Malaysia.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-34553678-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-34553678-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/23179894/figure-1-furthermore-zaharah-saedah-ghazali-nur-hasbuna"><img alt="Furthermore, Zaharah, Saedah, Ghazali, & Nur Hasbuna (2015), explain that blended learning is a combination of the conventional learning model and online learning. As such, learners are expected to actively involved in learning process until they personally identified a learning method that work best for themselves. In this process, teachers only function as mediator, facilitator or a companion to create a meaningful and conducive learning environment. It is convinced that blended learning will eventually enhance the conventional learning model by means of the advanced technology nowadays. The overview of blended learning concept is shown in Figure 1. " class="figure-slide-image" src="https://figures.academia-assets.com/54418820/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/23179899/figure-2-based-on-the-development-of-current-technology-the"><img alt="Based on the development of current technology, the learning systems nowadays are more complex and dynamic. Wang et al. (2015) suggested a six-dimensional subsystems for the learning system through Complex Adaptive Blended Learning Systems. These six subsystems would interact with each other in a non-linear and dynamic way, as in congruent with the other Complex Adaptive Systems. At the same time, each of these subsystems owned its features or characteristic, able to self-motivate while dependent on each other to maintain competitiveness. Moreover, each subsystem would have its own subsystems and they would interact with one another to form a blended learning system. Figure 2 below shows the six subsystems and their connection: learner; teacher; technology; content; learning support; and institution. " class="figure-slide-image" src="https://figures.academia-assets.com/54418820/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/23179906/figure-3-the-amount-of-studies-conducted-which-are-related"><img alt="The amount of studies conducted which are related to each of the subsystems must be identified in order to capture the complete overview of the latest trend and development of studies on blended learning since 2015. Figure 3 below shows the amount of studies related to each of the subsystems with a total of 42 articles. Based on literature review, each of those articles is related to more than one subsystem. The most popular with 56.8% (25) studies each, focused on the subsystems of learner and learning support; followed by technology subsystem with 38.6%, content subsystem with 20.5% and institution subsystem with 15.9%. Teacher subsystem was the least focused subsystem with 11.4% (5) studies only. " class="figure-slide-image" src="https://figures.academia-assets.com/54418820/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/23179910/figure-3-both-and-indicate-that-the-teacher-subsystem-and"><img alt="Both Figure 3 and Figure 4 indicate that the teacher subsystem and its relationship to the others are the least studied relationship. Moreover, there is no trace of research focusing on the relationships between teacher — learner, teacher — content, learner — institution, content — institution and technology — institution based on literature review. Contrary to that, these relationships are no less important, which could have comprehensively explain and determine the factors of success of the practices of blended learning approach. Furthermore, this analysis has found out that there is not only one-to-one relationship between the subsystems but there are also one-to-various relationships or even various relationships occurred between the subsystems in CABLS which are not analysed or elaborated in this study. The writing of this study is focused on one-to-one relationship between the subsystems because of the scope limit within this study eventhough the other relationships are also important. In conclusion, the findings in Figure 4 are a combination of the findings in Figure 3. The combination of both findings directly indicates the complete overview of the research landscape of current blended learning. As such, as mentioned earlier, the identification of subsystems and their relationships are able to enhance our knowledge on the gap or differences as well as the existed focuses within the studies and practices on blended learning. Indicator: T=Teacher; L=Learner; C=Content; Te=Technology; LS=Learning Support; I=Institution " class="figure-slide-image" src="https://figures.academia-assets.com/54418820/figure_004.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-34553678-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="50c54cf0c13734b6d48bf8c13f5fa97c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418820,"asset_id":34553678,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418820/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553678"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553678"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553678; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553678]").text(description); $(".js-view-count[data-work-id=34553678]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553678; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553678']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "50c54cf0c13734b6d48bf8c13f5fa97c" } } $('.js-work-strip[data-work-id=34553678]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553678,"title":"Blended learning in selected journals: a content analysis using the Complex Adaptive Blended Learning Systems","translated_title":"","metadata":{"abstract":"This study focuses on the content analysis method and its finding towards the Blended learning approach by means of literature review. It is carried out by using selected journals available online from the Education Resources Information Center (ERIC) which are then analysed with Complex Adaptive Blended Learning Systems, introduced by Wang, Han \u0026 Yang (2015). The authors are convinced that this method will systematically and accurately improve our overall understanding towards the blended learning approach based on literature review and produce a complete overview towards the research field related to this learning approach. This method will also lead to profound knowledge on the dynamic features and natural properties of the blended learning approach. In this study, the content analysis research is conducted on 42 empirical studies from the current literature review. Findings show certain gaps in current practices and studies on blended learning that will further increases our insight into potential features that are less highlighted in this new learning approach. 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The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b3c17fce55af351cd7559c85afc7915b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54418798,"asset_id":34553657,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54418798/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="34553657"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="34553657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34553657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34553657]").text(description); $(".js-view-count[data-work-id=34553657]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34553657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='34553657']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b3c17fce55af351cd7559c85afc7915b" } } $('.js-work-strip[data-work-id=34553657]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":34553657,"title":"Blended learning: pedagogy, learning styles, and assessment activities in the classroom","translated_title":"","metadata":{"abstract":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. The advanced technology nowadays which is both dynamic and futuristic ought to catalyses innovation within the education system of Malaysia. As such, the Ministry of Education (MOE) of Malaysia has taken proactive steps and innovate the education system in line with the current technology. Smart school is one of the results of the initiative and to ensure the success of the smart school concept, MOE has implemented a blended learning platform known as the Frog-Virtual Learning Environment (Frog VLE). Nevertheless, the Frog VLE remains new and hardly practiced among educationist; therefore, this study aims to highlight the Frog VLE in details and how it can be practice within the classroom."},"translated_abstract":"A change on the education system is essential in order to produce positive impacts to the success of students; hence, preparing them for the 21st century globalization challenges. 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Faktor-faktor penerimaan guru terhadap pendekatan Pembelajaran Teradun dikenal pasti melalui tinjauan literature dan tinjuan ringkas-temubual semi berstruktur. Tujuan penulisan ini adalah untuk membincangkan secara terperinci pembentukan dan penetapan faktor-faktor penerimaan guru terhadap Pembelajaran Teradun berdasarkan model-model terdahulu bagi persekitaran pembelajaran sekolah-sekolah Malaysia. 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