The Relationship among Student’s Domain of Learning Development Implementing Virtual Learning in Higher Learning Institutions

Abstract

Virtual learning environments (VLEs) are the basic components of contemporary distance learning, but can also be integrated with a physical learning environment which may be referred to as blended learning. The success of a VLEs implementation depends to a considerable extent on student acceptance and use of such an e-learning system. Therefore, the aim of this study is to determine the relationship among domains of learning (cognitive, psychomotor and affective) of the student's in the implementation of VLEs in Higher Learning institutions. Through the purposive sampling techniques, questionnaires were distributed to 113 academic scholars in higher learning institutions (HLI) from various academic qualification, expertise and experiences. All hypothesis tested were significant. However, results of the correlation coefficient (r) values < 0.4 verifies that a weak positive relationship exists among all the domains of learning. Findings reveal that all the cognitive, psychomotor and affective skill influence each other. Through the findings, HLI practitioners and technologist could consider the ease use for VLEs in order to encourage the cognitive, psychomotor and affective skill development. discover how these variables influence each other's. The finding could be significant to the improvement of the teaching and learning approach towards the development of student's cognitive ability, psychomotor and affective skill. This paper explores mean score of each domain of learning variables (cognitive, psychomotor and affective). Appropriate quantitative analysis also conducted to test several hypotheses to determine the level of relationship among them. Related concept and previous literature also being reviewed to establish the scope of the study.