The Application of Virtual Learning Environment (VLE) in Malaysian Schools: Impacts and Challenges

The Application of Virtual Learning Environment (VLE) in Malaysian Schools: Impacts and Challenges

Hafizoah Kassim, Wan Rosmini Hassan
Copyright: © 2021 |Pages: 23
DOI: 10.4018/978-1-7998-4993-3.ch004
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Abstract

This chapter reports the application and utilization of virtual learning environment (VLE) in schools, specifically focused on Malaysian schools. The VLE utilization is an initiative by the Ministry of Education (MOE) Malaysia in its vision to embrace the global changes and advancement of technology. With the advancement of the Fourth Industrial Revolution (IR 4.0), this topic is especially important to address. This chapter discusses the provisions of technology-based facilities and tools in schools as part of the change initiatives by MOE Malaysia, and the accompanied teaching and learning practices and trainings affecting the teachers and students. These efforts are exemplified through specific programs which have been implemented namely e-Portfolio in the Genosis Program and Google Classroom, and by linking such endeavors to the Malaysia Education Blueprint. These initiatives are always challenging especially when it involves the utilization of the exponentially advancing technologies. This chapter also highlights the pursuing impacts and challenges of the initiatives on teachers, students, selected schools, and their receptions to change.
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Technology Integration In The Malaysia Education System

Technology integration in the Malaysia education system has spanned over six decades. The utilization of technology as teaching and learning tools, and as part of teaching and learning processes in the Malaysia education system began to be implemented after Malaysia gained independence in 1957 (Hashim & Gapor, 2010; Hoque, Razak & Zohora, 2012). It started with the application of audio-visual materials as instructional tools at teacher training colleges and in schools in West Malaysia.

The utilization of technology in the education system then began to pick up its pace in the 1980s, especially with the formation of the MOE-MIMOS Joint Committee in 1986, where use of computers was introduced in Malaysian schools. The progress continued with the establishment of the National IT Council (NITC) in 1994 as one of the initiatives in the Sixth Malaysia Plan: 1990 - 1995 (6MP), which requires the council to strategically manage and develop ICT related policies and programs for the nation including in educational settings (Hashim & Gapor, 2010; Hoque et al., 2012; Razak, Jalil, Krauss & Ahmad, 2018).

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