Analysis for Anxiety
The results from the questionnaire on anxiety of the teachers in using e-learning is displayed in Table 1. Table 1 shows that from the six items enquired of them, about 75.14% (the accumulation of “disagree” (50.28%) and “strongly disagree” (24.86%)) of the teachers did not feel anxious to teach science subjects through e-learning. This is supported by item A2, which states “I do not enjoy discussing about e-learning with colleagues”, that received 55.93% of preference; this suggests that these teachers are keen to talk about or lean more about e-learning from each other. In view of that, Gungor and Akdag (2018) state that anxiety plays a role on the implementation of technology, such as teachers teaching sciences subjects (i.e. medicines, biology, etc.). Therefore, lesser anxiety corresponds to greater positive impact in the use of e-learning in teaching.
Table 1. Anxiety of science teachers to use e-learning
Code Items of Anxiety Indicator Response of Teachers (%)
4 3 2 1
A1 The use of E-learning in learning will be a new problem for me. 3.39 27.12 47.46 22.03 A2 I do not enjoy discussing about e-learning with colleagues. 0.00 5.08 38.98 55.93 A3 Learning using the e-learning will give a chance for users to open
web pages that are not open access to them. 13.56 25.42 40.68 20.34 A4 Learning using the e-learning makes me nervous and requires
more thinking in the process. 3.39 18.64 59.32 18.64
A5 The impact of technology use in learning with e-learning will
produce students with declined social skill. 1.69 27.12 55.93 15.25 A6 Technique of direct or face to face interactions through learning
will be lost if the learning is merely by e-learning. 3.39 20.34 59.32 16.95
Average Total Score (%) 4.24 20.62 50.28 24.86
Meanwhile, in general, 24.86% (the accumulation of “agree” (20.62%) and “strongly agree”
(4.24%)) of teachers have concerns regarding the use of e–learning. The emergence of these concerns is influenced by the number of increasingly sophisticated technological tools that enable access to a variety of information throughout the world (Kummer & Bick, 2017; Gungor & Akdag, 2018). It can be said that most of the students in Aceh, especially those residing in the cities are familiar with the use of ICT (i.e. smart phones, laptops, the Internet), and some can be said to even understand it better than the teachers. Perhaps this is the cause of the teachers feeling that e-learning cannot be implemented in the school environment for students. In addition, 59.32% of
teachers reported that they feel nervous to learn something new and the process would require doubled effort in thinking how to utilize e-learning in teaching. The emergence of these concerns are conceivably due to their lack of knowledge on ICT, despite the facilities or software being already made available to them in their institutions., Most teachers feel comfortable with the methods that they have utilized for many years, and thus to learn something new requires much effort, this is especially marked in teachers who have aged (Muslem, Yusuf, & Juliana, 2018; Yusrizal et al., 2020).
Furthermore, items which generate high anxiety for these teachers on using e-learning is A5 (55.93%) and A6 (59.32%). Here, the teachers are afraid that the students will not be able to develop their social interaction skills (50.28%). One of the advantages put forth by e-learning is being able to communicate remotely, but not face to face, so there is a fear that this can affect the way learners interact with others in their daily life (Wieckowski & White, 2017; Nasaescu, Lopez, Liorent, Ruiz, &
Zych, 2018; Paechter & Maier, 2010). From this problem, they fear that the technique of direct or face to face interactions through learning will be lost if the learning is solely by e-learning (Delbosc
& Mokhtarian, 2018; Holmgren, 2012; Dwyer, Kushlev, & Dunn, 2018; Luaran, Samsuri, Nadzri, &
Rom, 2014).
Analysis of Trust
The results from the questionnaire on the science teachers’ trust in using e-learning is shown in Table 2.
Table 2. Trust of science teachers to the use of e-learning.
Code Items of Trust Indicator Response of Teachers (%)
4 3 2 1
B1 I believe the government is able and will make the rules needed to
control every dangerous development in e-learning activities. 22.03 59.32 16.95 1.69 B2 Learning with e-learning makes learning easier, more enjoyable
and more meaningful. 38.98 57.63 3.39 0.00
B3 Western beliefs, values, and thoughts are hidden aspects that exist
in the learning system with e-learning. 1.69 45.76 44.07 8.47
B4
When e-learning is enjoyed by all communities (teachers, students and students), new values and beliefs are formed that represent the community.
15.25 61.02 18.64 5.08
B5
E-learning will progress and develop in the same way, and regardless of user cultural intervention, because e-learning is universal.
20.34 61.02 15.25 3.39 B6 I will stop using e-learning if I know that e-learning can harm users. 30.51 38.98 25.42 5.08
Average Total Score (%) 21.47 53.95 20.62 3.95
Table 2 shows that 75.42% (the accumulation of “agree” (53.95%) and “strongly agree”
(21.47%)) of science teachers already have a high level of trust in the use of e-learning to teach their students. They believe that this media will make teaching easier, more enjoyable, and more meaningful (Dai, Zhao, Fei, & Gan, 2017; Sahasrabudhe & Kanungo, 2014; Luaran, Samsuri, Nadzri,
& Rom, 2014). In addition, teachers also believe that the government will make the rules needed to control any dangerous developments in e-learning activities. Teachers try to enjoy and motivate their students while studying with e-learning because they believe that when this happens, new positive values and beliefs can be formed (i.e. savvy tech community) and represent a developing community (Wang, 2014; Ho & Dzeng, 2010; Eftimie, 2013). They consider e-learning is universal and thus will not will intervene with their traditional culture.
However, there are 24.57% (the accumulation of “disagree” (20.62%) and “strongly disagree” (3.95%)) of science teachers who do not trust the use of e-learning to their students. The reluctance is based on their believe that this new technology can instil their students with
“Western” beliefs, values, and thoughts distributed through the Internet and are against their
beliefs, values, and thoughts of Muslims in general (Twofeek & Jaafar, 2012; Hamada, 2012 Croucher, 2011). The concept of Western beliefs and values are generally perceived by these teachers as against Islamic teaching. For example, the way the Western people wear clothes, the way their youth communicate with the adults, and the way the men and women interact before marriage is more “open” compared to their religious beliefs. This caused them to stick to the traditional teaching methods that do not require ICT use in the process because they are afraid that their students can be influenced by these Western ways when they are exposed to IT-based learning. Nevertheless, this condition may be due to their lack of readiness, available infrastructure, and lack of training related to e-learning. This is despite these schools providing the facilities teachers need to do e-learning, thus it seems that the facilities are are not enough if they are not amalgamated with suitable training in their use. Accordingly, Hameed, Atta, and Andrea (2008) also say that e-learning is a new tool that uses advanced technology, therefore training is essential for teachers should they use it to teach so that positive outcomes can be achieved to fulfil the goals of teaching. Furthermore, Eyles (2018) also finds that teachers’ trust to use ICT in the classroom is influenced by their belief that the benefits of professional development opportunities are considered short-term when ICT resources are inadequate.
Analysis of Knowledge
The results from the questionnaire related to the science teachers’ knowledge on the use of e-learning is presented in Table 3.
Table 3. Knowledge of science’ teachers to the use of e-learning
Code Items of Knowledge Indicator Response of Teachers (%)
4 3 2 1
U1 Learning with e-learning can be used anywhere and anytime. 23.73 64.41 11.86 0.00 U2 The facilities commonly used in e-learning are internet, intranet,
extranet, CDROM, and video tape. 20.34 77.97 1.69 0.00
U3 Supporting software for running e-learning that is often used is
Moodle, Sakai, WebCT, and Claroline. 5.08 25.42 62.71 6.78
U4 Learning with e-learning does not require paper; it is global and
very addictive. 15.25 45.76 38.98 0.00
U5 The teacher only includes reading material, sources and feedback
in the learning system with e-learning. 15.25 52.54 32.20 0.00 U6 I understand that e-learning can be used for small and large
classes. 20.34 66.10 11.86 1.69
Average Total Score (%) 16.67 55.37 26.55 1.41
From Table 3, it shows that 72.04% (the accumulation of “agree” (55.37%) and “strongly agree” (16.67%)) of science teachers know that the facilities commonly used in e-learning are the internet, intranet, extranet, CDROM, and video tape. They are aware that e-learning can be used anywhere and anytime, and thus time and place is not a problem in conducting the teaching and learning process. Of course, the use of e-learning is inseparable from the internet services. If the services are adequate, e-learning can be more flexible because students can study anytime, anywhere, and with different types of learning techniques within this media. The teacher can also save time during the teaching-learning process and train students to be more independent in learning (Bates, 1990; Jethro, Grace, & Thomas, 2012; Hyunh, Umesh, & Valacich, 2003; Shroff, Vogel, Coombes, & Lee, 2007; Yusrizal et al, 2020). Besides that, than half of the teachers (62.71%) are also familiar with the supporting software use to run e-learning (i.e. Moodle, Sakai, WebCT, and Claroline). E-learning electronic circuits (LAN, WAN, or the internet) are used to convey the contents of learning, interaction, or guidance (Yazdi, 2012).
The results that show that only half of the teachers have enough knowledge on the use of e-learning, thus it is concluded that the teachers’ knowledge, at large, on e-learning is still not optimal. From the knowledge indicator, it can be assumed that only half of the teachers of this study make use of e-learning facilities that have been provided by their schools. Therefore, there is a need for more training for these teachers to use e-learning in the teaching and learning process. Hence, Keramati, Dezfouli, & Piray, (2011) assert that the readiness of teachers and sufficient of training are among the most important factors in e-learning to improve teachers’ knowledge and motivation to use it.
The Correlation between Indicators
The results from the three indicators that assess the science teachers’ e-learning acceptance shows that there is a strong correlation between anxiety, trust and knowledge. The correlation between knowledge and anxiety is depicted in Figure 1.
Figure 1. The correlation between knowledge and anxiety indicators of science teachers’ e-learning acceptance.
Based on Figure 1, it shows that the average score for knowledge is higher if compared to the average score of anxiety. This indicates that knowledge on the use of e-learning will affect anxiety of the users, in this case, the science teachers. Between anxiety and knowledge, the correlation coefficient for the science teachers is r = -0.665. This result denotea that the correlation is negative and has a fairly strong relationship, which means that a high level of knowledge will lead to a low level of anxiety. Therefore, in relation to the results of the questionnaire, especially on the knowledge indicator, there is an urgent need for more training for these science teachers on how to use e-learning and be enlightened on its benefits along the process. Once teachers are equipped with enough knowledge, this will reduce their anxiety and can even use group methods in e-learning networks (Connel, 2005). Jashapara & Tai (2006) also reveal that trust and anxiety in e-learning also have an influence on the ICT experience at perceived ease of use. Figure 2 shows the correlation between trust and anxiety.
Figure 2 illustrates that the average score of trust was higher than the average score of anxiety. This suggest that trust affects anxiety in the use of e-learning. Between trust and anxiety, the correlation coefficient for the science teachers is of r=-0.8626. This result indicate that the higher the trust of teachers in e-learning, the lower the anxiety will be. In relation to this, individuals who have anxiety over the use of internet will have lower self-confidence and performance results compared to individuals who do not suffer anxiety (Handayani, 2010; Siska, Sudarjo, &
Purnamaningsih, 2003; Wahyuni, 2014).
y = -0,5475x + 87,522 R² = 0,4424
40 43 45 48 50 53 55 58
55 58 60 63 65 68 70 73 75 78 80
Average Score for Anxiety (%)
Average Score for Knowledge (%)
The Correlation between Knowledge and Anxiety
Figure 2. The correlation between trust and anxiety indicators of science teachers’ e-learning acceptance.
This study shows that half of the science teachers are accepting towards the use of e-learning, and meanwhile the other half are not. The literature notes that there are several factors that hinder the effective use of ICT as a learning medium, and these include the infrastructure problems, the willingness of the school, teachers and students, satisfaction in using technology, among others (Park, 2009). For teachers, especially, the main obstacle is their willingness to use the e-learning that is made available by their institutions. Regardless of e-learning to assist teachers in the teaching process (Kharisma, 2013), most deemed that the use of e-learning increases their work, time and efforts in the teaching process (Davis, 1989). Some studies have even revealed that cost is also a problem to the teachers.
Silviyanti and Yusuf (2015) have found that there are times when institutions that provide facilities for e-learning have maintenance problems when it comes to the Internet connection.
Therefore, when the connection is not well sustained by a school, for example, then teachers would have to buy their own Internet quota to carry out their instruction with e-learning. Meanwhile, Muslem, Yusuf, & Juliana, (2018) reveal that the lack of knowledge and training experience of teachers also constrain their use of e-learning in the educational institutions, and this was found in this study as shown in the knowledge indicator. The rejection is also possibly occurred due to the habits of these science teachers who still apply the conventional learning culture. Thus, to try new things requires immense change that may be daunting for the teachers.
In terms of the effect for students on e-learning, this media can also lead to negativity because the use of the Internet can give access to information beyond limitation. Some among them are watching pornographic sites (Rusdi, 2013), playing games online without paying attention (Ekasari & Dharmawan, 2012), and being influenced by the Western lifestyles (Dyson, 2004) that are not in line with the beliefs and cultures of the Acehnese people. Rusdi (2013) also states that the existence of ICT provides opportunities for developed countries to dominate developing countries, where ICT can be used as a means to strengthen a nation’s culture by means of e-culture.
So, adoption of ICT is considered dangerous to indigenous communities. These were among the greatest concern of the teachers. Nevertheless, these concerns (i.e. within anxiety and trust) can be reduced by improving and increasing the teachers’ knowledge on e-learning. Most of the teachers in this study believe that e-learning can make the learning process easier, more enjoyable and meaningful. Accordingly, a research by Kusairi, Haritzah, and Siti, (2017) have found that teachers believe the feasibility and effectiveness of using the WEB-based iTutor program, and thus, made it able to increase mastery of students’ physics concepts. Ambusaidi, Ali, Sulaiman, and Khadija, (2018) found that students have a positive attitude towards learning as a whole through a virtual laboratory as well.
y = -0,7146x + 100,14 R² = 0,7441 35
40 45 50 55 60
55 58 60 63 65 68 70 73 75 78 80 83 85
Acerage Score for Anxiety (%)
Average Score for Trust (%)
The Correlation between Trust and Anxiety
Conclusion
Based on the results of this study, it can be concluded that the use of e-learning in science teaching is still challenging for the science teachers in Aceh, Indonesia. Despite most of the teachers having a high level of trust and low level of anxiety in using e-learning to teach, only half of them are knowledgeable in using this media. However, this problem can be mitigated by improving the teachers’ knowledge on e-learning. This can be done by providing more training and workshops for the teachers throughout the process. Schools should also maintain the facilities that have been provided to teachers to use e-learning. The preparedness, enthusiasm and sufficient knowledge of teachers can bring about positive effects to students and teachers themselves in using e-learning in the teaching and learning process.
This study has some limitations. As mentioned earlier, there are 23 districts in Aceh, and thus, due to the limitation of this study, it only managed to collect data from 13 districts. Future research is recommended to cover the districts not included in this study. More indicators on the acceptance of e-learning should also be utilized, such as learning style, environment and assessment. By doing so, the e-learning acceptance of science teachers in Aceh can be further understood in more depth.
Acknowledgements
This research was funded by the Ministry of Research, Technology and Higher Education (Kemristekdikti), Indonesia Government, through the Postgraduate Team Research Grant scheme, grant number 110/UN11.2/PP/2020 Year 2020.
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