Evaluating The Usability and Attitude of Teachers Towards Virtual Learning Environment

Abstract

Teaching using Virtual Learning Environments (VLEs) is the order of the day. Teachers are expected to switch from their usual or traditional mode of teaching to embrace the new Virtual Learning Environment and its methods resulting in attitudinal and usability problems. The objective of the study was to evaluate the usability, attitudes, and setbacks if any, of teachers in the use of VLEs in Colleges of Education in Ghana. The study adopted a mixed research paradigm using quantitative and qualitative Research methods involving 150 tutors randomly sampled from five colleges of education in Northern Ghana to ascertain the usability levels and attitudes using System Usability Metris (SUM). Effectiveness, Efficiency and Satisfaction were measured using Task Completion Rate, Overall Relative efficiency and Single Ease Question (SEQ) respectively whiles attitudes were measured using Semantic Differential Scale (SDS). The results showed that there is moderate usability by teachers and there are positive attitudes of teachers towards adopting and using VLEs. It was realized that several challenges exist that account for the moderate usability and the relatively slow change of attitudes and behavior towards VLS.