Abstract
There is a continuous struggle on understanding learning settings, particularly with ICT integrations (i.e. incorporate the use of ICT in teaching and learning practice and environment). This paper aims to illuminate an alternative means of understanding the virtual learning environment which is through affordances (perception-action coupling). A qualitative inquiry was implemented in gathering participants' experiences and perceptions regarding ICT integration in teaching practices through focus group discussions and semi-structured interviews. This study shows that preferences for ICT integration in a learning environment are closely related to ICT affordances. Understanding ICT affordances is indispensable in order to assess the conduciveness of learning environments with ICT integrations.
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