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The challenges of implementing a virtual learning environment in a secondary school : an Irish case study

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dc.contributor.advisor Doyle, Gerard
dc.contributor.author Shortt, Joseph F.
dc.date.accessioned 2010-08-03T16:32:07Z
dc.date.available 2010-08-03T16:32:07Z
dc.date.issued 2010
dc.identifier.uri http://hdl.handle.net/10344/452
dc.description non-peer-reviewed en_US
dc.description.abstract This case study evaluates the challenges encountered in the implementation of a Virtual Learning Environment in a secondary school in Ireland. The VLE had been in use at the school for four years yet the take up by teachers had been modest. This study examines a variety of determinants that influence technology acceptance and successful implementation outcomes in respect of the VLE at the school. A questionnaire survey of staff was carried out and semi-structured interviews with six teachers at the school. The VLE logs and statistics were examined along with documentation relating to the VLE. Data was analysed from the perspective of Innovation Diffusion Theory and Unified Theory of Acceptance and Use of Technology (UTAUT). The study begins with an examination of technological factors influencing technology adoption including issues surrounding acquisition, management and support of a VLE in an Irish school. It also explores teacher level factors of VLE acceptance and how teacher attitudes to a VLE are developed. School level factors, the implementation process and teachers‟ experience and views of these are also examined. It then goes beyond these factors to look at the significance of the curriculum and assessment to teacher attitudes to a VLE. The findings show that there are specific technological, teacher level and school level factors influencing VLE acceptance. They also show that teacher attitudes to the implementation of the VLE in the school are tied to their attitudes and responses to national objectives in education and national strategies for reshaping learning. This study suggests that despite national strategies for effective investment in ICT in schools and the NCCA ICT Framework , it is likely that change in the curriculum and assessment will be the more significant drivers of technology integration and VLE adoption. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick, Department of Education and Professional Studies en_US
dc.subject virtual learning environment en_US
dc.subject secondary school en_US
dc.subject Ireland en_US
dc.subject education en_US
dc.title The challenges of implementing a virtual learning environment in a secondary school : an Irish case study en_US
dc.type Master thesis (Taught) en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.type.restriction none en


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