Unlocking Lecturers’ Insights

Measuring Lecturer Perceptions on eLearning -based Instruction in Teaching English

Abstract

This research examines lecturers' perceptions of eLearning in their teaching English at the higher educational context in Indonesia using the Technology Acceptance Model (TAM) proposed by Davis et al. (1989). It was focused in considering two important factors namely; perceived usefulness and perceived ease of use. A quantitative research design was used and 31 lecturers who use eLearning platforms in their teaching were sampled. A structured questionnaire was used for data collection and the collected data was analyzed on descriptive statistics by using SPSS.  The results indicate that, despite a few drawbacks eLearning has been deemed useful in increasing the level of teaching and learning effectiveness, productivity enhancement, pursuit of variableness in instructional strategies, as well as improvement management of teaching materials and students' progress. Lecturers also stated that eLearning platform as easy to use and access, among which being easy to learn and operate led to the continued uses of platforms. As the findings have indicated, perceived ease and usefulness play a significant role for a lecturer to accept and systematically use eLearning technology in English teaching. Further research should be conducted to look into long-term effects and contextual challenges in the adoption of e-learning.