Teachers’ Continuous Intention to Use the Virtual Learning Environment (VLE) Platform: Do Gender Differences Still Matter

Abstract

The lacking and obsolete empirical evidence on the manner in which gender influences VLE adoption indicates the need to conduct new research regarding this matter. Presently, the usage trend of ICT gadgets, equipment, or any sort of technology including VLE has dramatically changed, which perhaps created the possibility of gender effect abolishment, although its existence was previously proven in certain studies conducted in previous decades. Therefore, this study investigates the difference between male and female teachers’ continuous intention to use the VLE platform. The data were gathered from primary and secondary school teachers across the northern region of Malaysia and were analyzed using t-test analysis. The findings confirmed that there is no difference in terms of gender when it comes to the extent of teachers’ intention to continue using VLE in their pedagogical routines. This implies that increased familiarity with ICT tools has eliminated the gender effect in VLE adoption among teachers.

Keywords

• gender
• Information Systems
• Virtual Learning Environment
• Google Classroom
• VLE adoption
• intention to use