TECHNOLOGY OF E-LEARNING IN

THE VISUAL ART EDUCATION

PROGRAM: THE STUDENTS
READINESS TO ADOPT THE NEW
STYLE OF TEACHING
Roslaili Haji Anuar1 Wan Zamani Haji W Zakaria2
Introduction
 Paradigm shift in the community has changed
the educational system in our country -
Rozinah Jamaludin (2005) .
 Technology is able to create a new scenario in
the learning process prior to the factors that
the technology is easy access, cost effective,
updated content, information shared widely
and interactive - Ismail Zain (2002).
 Jamalludin Harun and Dr. Zaidatun Tasir
(2003) - the multimedia can become an
effective and positive communication
medium due to the function of the
multimedia that combines various color
and style of text, audio, video and
animation featured on the screen
simultaneously.
 Posiah, Kamaruzaman and Siti Akhmar
(2008) - UiTM has initiated the e-learning
since 2004 with the establishment of i-
Learn Centre
 Posiah, Siti Akmar and Kamaruzaman (2008)
- that adopting e-learning in the University
is a further step towards manifesting the
vision of technology serving lifelong
learning and a knowledge based society
through enculturation of new and effective
 This study aims to look at specific areas
regarding the implementation of the e-learning
among the VAE students:
 1) Does the students have the necessary
knowledge and skills to adopt the new way of
accessing the information and the new style of
learning?
 2) To what extent have students of the VAE
program used computers and related
technology?
E-learning advantages
 Improves Learning
 Interactive
 Flexible
 Consistent
 Cost-effective
E-Learning Effects
 Will acquire the technology skills that
support their learning.
 Will encourage the students to decide on
their own style of learning as it will
involve the students individually in their
learning process.
 The e-learning implementation involved
the modern learning style to support
the learning process.
 Cecilia A. Mercado (2008), regardless of
the degree of adoption, a successful e-
learning endeavor must always involve
a systematic process of planning,
designing, developing, evaluating and
implementing an e-learning
environment where learning and
teaching is actively fostered and
supported.
Literature Review
 Ismail Zain (2000) -
defined e-learning as
Web –Based Instruction
method in teaching and
it is a new development
in the educational area
as a result from the
rapid growth of the
information technology
and communication
 Ambigapathy  Koohang (2004) -
(2004) - the ICT supported that e-
has the potential learning is a new
to become the paradigm in
ultimate tool do education and it
encourage the is reshaping the
interests on an teaching and
individual learning process
towards the IT.
 Sukatan Pelajaran  Ismail Zain (2002) -
Kurikulum Bersepadu
Sekolah Menengah
(2002) - the
implementation of the
technology has been
clearly justified in the
third objective of the
VAE subject in the
form four and form
five module as part of
the teaching technique
to ensure the
effectiveness of the
the e-learning is
able to create a
new scenario in the
learning process
prior to the factors
that the e-learning
is easy access, cost
effective, updated
content, information
shared widely and
interactive.
 Cheri Logan (2007) -  As stated by Kaur
e-learning has the and Abas (2004) -
potential to e-learning
change key readiness helps an
processes, organization to
design e-learning
understandings strategies
and activities comprehensively
associated with and to implement
art, design and its ICT goals
media disciplines. effectively.
 Sarantos Psycharis, 2005 -
The successful
implementation of e-
learning by an
educational system
should fulfil certain
criteria, such as the
acquisition of adequate
technological
infrastructure and
adequate educational
content of persons with
the necessary skills and
a developed
culture  which
encourages learning and
E-Learning Readiness
 Kaur and Abas (2005)  Mishra and Koehler
- significant to (2008) - new
learners’ technologies
involvement in e- changing how
learning is the subject matter is
notion of e-
readiness, that is,
conceptualized
their ability to make and taught, and
use of e-learning redefining
resources and teachers’ roles in
multimedia the classroom.
Technology Readiness
 good facilities to perform the learning and
teaching
 e-learning style is fully depending on the
computer and the internet
 Cheri Logan (2007) supported, that
adoption of e-learning will be delayed
where available technologies fail to
match a subject’s core aims, media and
outputs.
Technological Skills
 students are required to gain the skills of handling the
technology
 e-learning adoption effectiveness depends on the
students’ skills and readiness in using the technology
as this to avoid the facilities being treated as an
accessory in the computer laboratory.
 Baharudin Shidki and Nik Rahimi Nik Yussof (2008), an
individual has to gain the basic knowledge regarding
the ICT before integrating the technology in the
teaching and learning process.
 According to the web NHS (2009), the skills required to
deliver e-learning cannot be gained overnight.

Content readiness
  The e-learning adoption depends on the
content readiness which relates to the
factor considers as the students ability
in interpreting the subject matter
whether it is to be learnt or taught and
goals of the instruction implemented.

Students Attitude
 students’ attitude in adopting the technology
 According to a study conducted at Bloomsburg
University of Pennsylvania, qualities such as
self-motivation, patience, self-discipline,
easiness in using software, good technical
skills abilities regarding time management,
communication and organizing, Patricia Bertea
(2009)
 Rong Yuan (2004) - students’ attitude toward the
computer was an important influencing factor
in the application of technology in various
instructional settings.
TPACK
Framework and its knowledge components (Mishra &
Koehler 2006)
 Build on Shulman’s construct of
pedagogical content knowledge (PCK) to
include technology knowledge.
 Technological pedagogical content
knowledge (TPACK) is a model to
understand and describe the kind of
knowledge needed by a teacher for
effective technology integration (Mishra
 (CK) – knowledge about the actual subject matter to be learnt
and taught.
 (PK)- deep knowledge about the processes and practices or
methods of teaching and learning encompasses.
 (PCK) – teaching, learning, curriculum, assessment, and
reporting such as the conditions that promote learning.
 (TK) – always in a state of flux – more so than the other two
‘core’ knowledge domains in the TPACK framework.
 (TCK) – development of new technologies that afford the
representation and manipulation of data in new fruitful ways.
 (TPK) – understandig of how teaching and learning changes
when particular technologies are used.
 (TPACK) – an understanding that emerges from an interaction
of content, pedagogy and technology knowledge.
E-learning in Visual Art Education
(VAE)
Methodology
Research Design
 To gather the data for this study, a
questionnaire was employed based on
the TPACK model to measure the
technological knowledge, pedagogical
knowledge and content knowledge. The
participants were selected based on
their background of studies and their
knowledge in the VAE subject.
Population and Sample
 Visual Art Education Program in the
Faculty of Education, UiTM, Shah Alam.
The students population is a group of
studens who will be teaching the VAE
subject when they graduated. The
students aged 23 and above and at this
level they are able to answer the
questions with their own judgement as
well as throwing out their opinions
Instrument
A questionnaire of four sections of A, B, C


and D and using the five-point Likert

scale.
 Section A - participants general interests
 Section B - the TPACK questions
 Section C - attitude of the participants
 Section D - demographic information
Results and Discussion
 TK (Technology Knowledge)
TK (Technology Knowledge) Strongly Disagree Neither Agree Strongly
Disagree Agree or Agree
Disagree

I know how to solve my own technical problems _ 7.40% 22.20% 70.40% _

I can learn technology easily _ 3.70% 18.50% 63.00% 14.80%
I keep up with important new technologies _ _ 19.20% 73.10% 7.70%
I frequently play around the technology _ 7.70% 26.90% 57.70% 7.70%
I know about a lot of different technologies _ 11.10% 40.70% 48.10% _
I have the technical skills I need to use technology _ 7.70% 19.20% 69.20% 3.80%
I have had sufficient opportunities to work with different _ 4.20% 25.00% 66.70% 4.20%
technologies
 CK (Content Knowledge)
CK (Content Knowledge) Strongly Disagree Neither Agree Strongly
Disagree Agree or Agree
Disagree
I have sufficient knowledge about VAE _ 3.70% 7.40% 7.10% 14.80%
I can use a visual way of thinking _ 3.70% 14.80% 74.10% 7.40%
I have various ways and strategies of developing my _ 3.70% 14.80% 51.90% 29.60%
understanding of VAE
 TPK (Technological Pedagogical
Knowledge)

TPK (Technological Pedagogical Knowledge) Strongly Disagree Neither Agree Strongly

Disagree Agree or Agree
Disagree
I can choose technologies that enhance the teaching _ _ _ 77.80% 22.20%
approaches for a lesson
My lecturers in the VAE program has caused me to _ 3.70% 7.40% 59.30% 29.60%
think deeply about how technology could influence the
teaching approaches I use in my classrom
I am thinking critically about how to use technology in _ 7.40% 14.80% 44.40% 33.30%
my classroom
I can adapt the use of technologies that I am learning _ _ _ 77.80% 22.20%
about to different teaching activities.
 Attitude
Attitude Strongly Disagree Neither Agree Strongly
Disagree Agree or Agree
Disagree
I enjoy learning with e-learning 3.70% 22.20% 33.30% 33.30% 7.40%
I know what is e-learning 7.40% 25.90% 37.00% 18.50% 11.10%
I can concentrate on my lesson when I use e-learning 3.70% 22.20% 29.60% 40.70% 3.70%
I can learn many things when I use e-learning 7.40% 25.90% 25.90% 29.60% 11.10%
I believe the more often teachers use e-learning, the _ 37.00% 37.00% 22.20% 3.70%
more I will enjoy school
I feel comfortable working with e-learning _ 40.70% 29.60% 18.50% 11.10%
Working with e-learning makes me nervous 7.40% 29.60% 37.00% 18.50% 7.40%
E-learning is difficult to use 3.70% 33.30% 37.00% 22.20% 3.70%
E-learning does not scares me at all 3.70% 33.30% 25.90% 37.00% _
I can learn more from books than from e-learning 3.70% 18.50% 37.00% 29.00% 11.10%
 They students were challenged to be
critical in their thinking regarding of
how and when they can implement the
e-learning.
 Although the e-learning itself is an
interesting and effective teaching
medium but the implementation is
useless unless is it implemented with a
CONCLUSION
 The students readiness to adopt of e-learning is still average
 Current situation - they are in the process of adapting the
learning and teaching via technology
 Higher institution and further supervision and observation
from the management is needed to ensure the successful
implementation of the e-learning
 It is hoped that the TPACK framework will be the platform for
the students to develop and to enhance their technology
literate as well as to measure their readiness in adopting
and understanding the e-learning meticulously.
 With the understanding of the technology, the e-learning will
be adopted without hesitation
THANK YOU