Symposia & Conferences
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Item Applying the Technology Acceptance Model (TAM) to Understand Adaptation of e- learning in Alternative Higher Education Sector in Sir Lanka, Case Study: The Sri Lanka Institute of Advanced Technological Education (SLIATE).(International Conference on the Humanities (ICH), 2017 Faculty of Humanities, University of Kelaniya, Sri Lanka., 2017) Jayathilake, M.V.M.; Jayawardhana, R.K.S.The advancement of the Internet has led to remarkable changes in several aspects of our lives in this century. The field of education is one of them. It has made a paradigm shift from teacher-centered to learner-centered education. That offers unique advantages to both educators and students. Students have increasing opportunities to access and interact both with materials and classmates. Along with this paradigm shift, understanding of students’ e-learning behavioral intention is urgently needed for creating effective learner-centered education. Further higher educational institutions have made substantial investments in the adoption of e-learning to enhance their learning and teaching activities. However, these systems are not used by the students with their fullest capabilities. Therefore, understanding the critical factors behind the adoption and acceptance of technology is a prime concern in developing countries like Sri Lanka. The purpose of the study is to identify the determinants of students’ acceptance of online learning and to investigate how these determinants can shape students’ intention to use Learning Management Systems. A conceptual framework based on the TAM. Primary data collection is done by using a questionnaire. The sample is selected from the students in SLIATE according to Krejcie & Morgan table. The sample size was 254. The results reveal the relationship of alternative higher education students’ behavioral intention to use the LMS with attitude, perceived usefulness, perceived ease of use, self-efficacy, subjective norm and system accessibility. Among those factors attitude, self-efficacy, and subjective norms were identified to be significant. The findings of this study help to provide insights into the best ways to promote e-learning acceptance among students, which provides practical implications for policy makers, practitioners, and developers in successful e-learning systems implementation.Item Assessing Practical Constrains in Implementing Web 2.0 Tools for Teaching English as a Second Language at Higher Education Sector in Sri Lanka: A Case Study- Sri Lanka Institute of Advanced Technological Education(University of Kelaniya, 2015) Jayathilake, M.V.M.; Shantha, P.H.A.B.In an era of globalization and with the advancement of information technology, web 2.0 tools are used increasingly in education sector and there is also a growing interest in how and whether Web 2.0 tools could be used for second language teaching. Those tools are creating a collaborative environment in which users have the opportunity to contribute to a growing knowledge base and participate in online communities. On the other hand these tools can access anytime and anywhere. Due to that number of researches state that these tools are useful for teaching second languages. The Web 2.0 tools are beginning to play a role within the more formal learning environment of English classrooms. The objective of this study is investigating the practical constrains facing when implementing Web 2.0 tools for teaching English as a second language in Sri Lanka Institute of Advanced technological Education (SLIATE). Clustering sample technique was used to select the sample among English lecturers in SLIATE. Sample size was thirty five. Questionnaire was used to collect data. Questionnaire was based on four factors, awareness, computer and hardware facilities, internet facilities and attitude. Qualitative and quantitative methods were used for the data analyzing. The data of this study reveals the most aware Web 2.0 tools are wikis and social network. And the least aware tool is vodcasts. More than 60% show the positive attitudes towards these tools. The study found that computers and other facilities are available but need to extend usage time of them. Internet facility is also available but bandwidth and data amount should be increased. Although they believe these are effective tools for teaching, they need a proper training of how to use them in a class room teaching.Item The Perception of English Lecturers at SLIATE in Implementing Web 2.0 Tools for Pedagogy of English as a Second Language(University of Kelaniya, 2015) Jayathilake, M.V.M.; Shantha, P.H.A.B.With technological enhancements, a number of Web 2.0 tools have been introduced toaccelerate Englishlanguage acquisition. These tools improve learner motivation and provide opportunities to communicate, share knowledge and practice English with others. Learners can collaborate with native speakers outside the classroom. Also, these tools eliminate time and place limitations.Therefore, it is timely to examine the effectiveness of Web 2.0 tools in language learning. In Sri Lanka, only a few studies have been conducted in this regard. This study investigates the perception of English lecturers towards implementing Web 2.0 tools in teaching English at Sri Lanka Institute of Advanced Technological Education (SLIATE) and practical constraints on implementing Web 2.0 tools in teaching English. The conceptual framework was developed using four factors: familiarity, effectiveness, ability and constraints. Five web 2.0 tools were selected for this study. They are Blogs, Podcasts, Social Networks, Vodcasts and Wikis. The sample consisted of thirty five SLIATE English lecturers using stratified random sampling. Questionnaires were distributed among them and ten of them were interviewed for in-depth analysis. Qualitative and quantitative methods were used for data analyzing. Finds suggest that the majority of lecturers show positive attitudes towards the implementing of Web 2.0 tools and they believe those are effective tools in teaching English. In addition, Wikis and Social Networks are the most commonly known Web 2.0 tools. The least used Web 2.0 tool is Vodcasts. Although they believe these are effective tools for teaching all components in the English language, they used them in a few subjects like Computer Aided Language Learning (CALL). Further this study identifies the number of practical constraints when implementing Web 2.0 tools.