The residual impact of information technology exportation on Thai higher education

Faculty Attitudes Toward and Motivation for Virtual Learning Environments (VLE) for Language Studies: A Cross-National Study in Saudi Arabian Universities

“…The findings indicate that creating technology awareness, motivation and changing faculty and learners' behaviours and attitudes is required for the success of future VLE adoption, implementation and diffusion. Because learners and teachers are used to traditional teaching approaches (Miller et al, 2004), especially in developing countries where ICT is still in its infancy of adoption, some Saudi teachers' motivation and attitudes were observed to be negatively affected by students' reluctance to respond to VLE activities on Blackboard. These findings related to system design and implementation strategies are consistent with research findings reported by Lennon and Maurer (2003), who indicated that system design should be easy to use or else it will create confusion among users.…”

The study of e-learning technology implementation: A preliminary investigation of universities in Thailand

“…However, the issue of how to facilitate the technology to enhance students' learning was not clear at that time. Moreover, adoption of EL in Thailand was also impeded with the fact that the conventional education system of Thailand relied heavily on the societal and cultural context (Miller et al, 2004). Students paid high respect to the teacher as the main and only source of knowledge, regardless of other learning resources.…”

“…Despite the usefulness of information technology (IT) skills, many teachers in higher education have a negative attitude toward using IT in their teaching (Miller et al, 2004). Apart from the unwillingness to learn how to use IT, another reason for not using IT is that the traditional face-to-face lecture is still the standard mode of teaching (Miller et al, 2004) and requires very limited IT skills.…”

“…On the student side, Thai students prefer studying with a real professor (tutor-delivered instruction) to learning from a virtual teacher (ICT-delivered instruction), even when they can use IT very well (Miller et al, 2004). They get used to instruction in the structured format due to the traditional norms of education.…”

“…Textbook dependency refers to student reliance on a textbook as the primary learning resource. The passive learning style is deeply rooted in Thai students because of the traditional teacher-centered instruction in Thailand (Miller et al, 2004). The majority of Thai students have an overwhelming preference for face-to-face contact because they are so used to the physical presence of the teacher during instruction.…”