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The drivers for cloud-based virtual learning environment: Examining the moderating effect of school category

Hew Teck Soon (Department of Operations and Management Information Systems, Faculty of Business and Accountancy, University of Malaya, Kuala Lumpur, Malaysia)
Sharifah Latifah Syed A. Kadir (Department of Operations and Management Information Systems, Faculty of Business and Accountancy, University of Malaya, Kuala Lumpur, Malaysia)

Internet Research

ISSN: 1066-2243

Publication date: 7 August 2017

Abstract

Purpose

The purpose of this paper is to verify the moderating effects of school category based on the self-determination theory (SDT) in cloud-based virtual learning environment (VLE) acceptance.

Design/methodology/approach

Two phases of national surveys were conducted using a random sampling technique. The research model was tested empirically using 608 samples of primary and secondary school teachers.

Findings

The full model supports significant effects of autonomy, competence, and relatedness on trust, knowledge sharing attitude and behavioral intention except the autonomy-attitude and relatedness-behavioral intention relationships. In primary school, 61, 24.1, 52.1, and 41.1 percent of variances whereas, in secondary school, 57.4, 31.5, 48.6, and 37.5 percent of variances in instructional effectiveness, behavioral intention, knowledge sharing attitude, and trust in VLE website were explained. There are significant moderating effects of category of school in all causal relationships except the autonomy-knowledge sharing attitude relationship.

Practical implications

There are several useful theoretical and practical implications for scholars and practitioners including Ministry of Education, FrogAsia, etc.

Social implications

The findings may enhance education quality for societal change.

Originality/value

Unlike most studies which focused on TAM, UTAUT, etc., this study investigated the effects of SDT on attitude in sharing knowledge, trust in website and instructional effectiveness. Instead of studying gender differences, this study examined the school category differences.

Keywords

Acknowledgements

This research is fully funded by the University of Malaya under the research Grant Number of PG037-2014B with the project entitled “Understanding the virtual learning environment”. The authors would like to thank the Educational Research and Planning Division (ERPD), Ministry of Education, Malaysia and all State Education Departments and to all panel experts, practitioners, judges and translators for their efforts in validating the survey instrument. Finally, heartfelt appreciation to Associate Professor Dr Christy M.K. Cheung, the Editor of Internet Research and the two anonymous reviewers for their insightful comments, suggestions which have enabled the authors to further improve the quality of the research paper.

Citation

Teck Soon, H. and Syed A. Kadir, S. (2017), "The drivers for cloud-based virtual learning environment: Examining the moderating effect of school category", Internet Research, Vol. 27 No. 4, pp. 942-973. https://doi.org/10.1108/IntR-08-2016-0256

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Publisher

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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