Virtual Learning Environment in a Philippine Higher Education Institution: Acceptance and Practices

Abstract

Acceptance and practices in the use of virtual learning environments in Philippine higher education institutions should be explored to provide insights for its long-term implementation and to sustain quality education. This study extends the technology acceptance model to include perceived pedagogical impact and personal innovativeness, and examines the prevalent practices in the utilization of the virtual learning environment in a higher education institution in Cebu City, Philippines, in accordance with the principles for Universal Design for Learning. Participants in the study included 567 students who completed an online survey questionnaire. This quantitative study utilized structural equation modeling that revealed how perceived pedagogical impact and personal innovativeness have a significant impact on perceived usefulness and perceived ease of use, respectively. Also, perceived usefulness and perceived ease of use are both related to behavioral intention to use, which influences the actual use of the virtual learning environment. The results demonstrated how various practices and strategies were perceived by the students as being frequently used in the virtual learning environment by using the average of the weighted means. The list was topped by student-teacher interactions and student-platform interactions, with timely feedback coming in last. The findings suggest that higher education institutions may assess students’ innovativeness and perceptions of the impact of virtual learning environments right from the start. Enhancement programs may subsequently be implemented. Furthermore, faculty members may be trained in the use of digital tools to hone the time management skills of students and implement cooperative learning activities and effective feedback mechanisms in the online mode.