The use of learning management systems among Malaysian university lecturers

Mohamed Amin Embi, Afendi Hamat, Abdul Halim Sulaiman

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This paper presents the findings of a survey to discover the use and effectiveness of elearning in tertiary education in Malaysia. It specifically focuses on the portion of the survey that deals with the use of learning management systems (LMS) in Malaysian universities. Data were gathered through a nationwide online survey using the 35-item Malaysian IHL e-Learning Questionnaire - Instructor (MIeLQ-Instructor).The instrument used went through a piloting process before being deployed. The respondents were 1635 lecturers from 26 universities and higher educational institutions in Malaysia. The results indicate that while all the institutions have LMS, only 77% of the respondents make use of the provided LMS. The main reasons for not using LMS are lack of time and skills. However, the findings also indicate that Malaysian lecturers are increasingly using Web 2.0 tools to support their teaching, either in support of LMS or as a replacement for LMS.

Original languageEnglish
Pages (from-to)61-70
Number of pages10
JournalInternational Journal of Learning
Volume18
Issue number4
Publication statusPublished - 2012

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university teacher
university
management
learning
Malaysia
online survey
educational institution
electronic learning
instructor
questionnaire
lack
Teaching
education

Keywords

  • Learning management systems
  • Malaysian lecturers

ASJC Scopus subject areas

  • Education

Cite this

The use of learning management systems among Malaysian university lecturers. / Embi, Mohamed Amin; Hamat, Afendi; Sulaiman, Abdul Halim.

In: International Journal of Learning, Vol. 18, No. 4, 2012, p. 61-70.

Research output: Contribution to journalArticle

Embi, Mohamed Amin ; Hamat, Afendi ; Sulaiman, Abdul Halim. / The use of learning management systems among Malaysian university lecturers. In: International Journal of Learning. 2012 ; Vol. 18, No. 4. pp. 61-70.
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