Attitudes towards, and utilisation of, virtual learning environments among postgraduate university teaching staff

Abstract

Skill retention within a virtual learning environment (VLE) is dependent upon the complexity inherent in skill use (Cahillane, MacLean, & Smy, 2015) and the frequency of skill use (Arthur, Bennett, Stanush, & McNally, 1998). A questionnaire was used to capture demographics and perceptions/attitudes concerning VLE usefulness, VLE ease of use and self-reported VLE use among postgraduate level teachers. Results indicate that self-reported teaching workloads were negatively associated with attitudinal positivity. Further results indicated that the attitudinal concept of Perceived usefulness explained a significant amount of unique variance in VLE Use. However, perceptions concerning the Ease of VLE use did not.