JOURNAL OF COMPUTING, VOLUME 2, ISSUE 9, SEPTEMBER 2010, ISSN 2151-9617

HTTPS://SITES.GOOGLE.COM/SITE/JOURNALOFCOMPUTING/
WWW.JOURNALOFCOMPUTING.ORG 1

Perception on Usage of Information Technology in

Learning: A Literature Review
Othman Ibrahim
Department of Information Systems
Faculty of Computer Science &
Information Systems,
Universiti Teknologi Malaysia
Lam Wai Leong
Department of Information Systems
Faculty of Computer Science &
Information Systems,
Universiti Teknologi Malaysia

ABSTRACT information on the extent to which education institutional who are

Information technology (IT) seen as the backbone infrastructure
driving the education and this has resulted in a tremendous grows
of interest in the development of technology usage that increases
the perception of learning world. The objective of this research
study was to review of research on numerous IT perceptions on
educational features in various area used for instructional
purposes. A critical consideration of the technology education
literature reviews, classifies journals as conceptual or empirical
focus on instructional technology, information system in
education or interactive online learning. Furthermore, the results
indicated that educators perceived differences in the learners’
performance when technology is used than when it is not used.
Moreover, irrespective of gender, educators have the perception
that technology conduce in great extent of degree to the learner’s
performance in totality. In this papers, it reviews journals dealing
with aspects of information technology perception on learning
that there is a several consistent themes which giving constructive
suggestions for future research.
Keywords
Information Technology, Perception, Instructional Technology,
Educational Technology, Learning.
1. INTRODUCTION
Emerging of information technologies have transformed from
expensive devices into standard learning classroom equipment
their extraordinary interactive capabilities are rapidly becoming a
routine part of many learning environments [14]. Ability to learn
can happen when acquiring new skills, principles, perception,
facts or even new information in record. There are very few
placement of jobs in current market do not require the use of the
skills in information system, technology and collaboration; all of
which need to be acquired from learning of information and
communication technology (ICT).
In today world event, ICT has metamorphosed the means by
which we inform ourselves; remain up to date in areas of our
personal interest and further learning exposure. We are living in
the digital world of information push age that overwhelmed by
access of resources from Internet and no longer depends on
primary source from books and journals. Multimedia capabilities
such as animation, audio, video and images are regularly source
for learning and analysis. In this recent year, there are many
researchers conducted numerous surveys that designed to provide
in development integration of information system into teaching,
learning and administrative processes. The result have shown in
over period of time, there are consistent increase in volume of
computer and other technological gadgets such as Iphone, Ipad,
tablet PC, etc. In most of the continent around the world, the
ratios between students to computer are inline with baseline
target. This phenomenon achieve with cheaper cost of computer
production and high demand of usage in third world country.
There is several evidence of the implication on impact of learning
and teaching implies that where the use of information system is
more effective in enhancing the learning capabilities, educators
are able to integrate various kinds of technologies such as
netbooks, laptops, digital interactive whiteboards, blogs, social
software tools and the World Wide Web (WWW). As we aware,
instructional curriculum in information system is ongoing due to
rapid advances in technology and application scenarios in
learning environment. There are many researchers have identified
the key critical path of information system in education. One
would ask on some questions. Will educators-students perception
on the use of instructional technology equipments improve
significantly of their teaching during practices of the
programmes? In situational scenario, it perceived that educators
imply the equipping with all the necessary skills, theoretical
knowledge and rudiments about how instructional technology can
help the educator to delivery a successful instruction with
learners.
The scope of this paper is limited to a review of research on
numerous information technology perception on educational
features in various area used for instructional purposes. The
operating definition of perception as depicted in this paper entails
on the transaction theory of perception by information system in
holistic manner. The theories focus on contextual and variables
factors as having implication on how perception takes place. As a
result, the individual perceives the variables surrounding the
interpretation. This is why the educator structures their methods
of instruction around the aims and purposes he/she intends to
obtain. Furthermore, to achieve the goals, instructional
technology is perceived as very important in the learning
environment.
2. LITERATURE REVIEW
Since 20th century movement, the field of instructional
technology / educational technology is emerging with the major
advances. In Treat, Wang, Chadha & Dixon (2006) chronology of
JOURNAL OF COMPUTING, VOLUME 2, ISSUE 9, SEPTEMBER 2010, ISSN 2151-9617
HTTPS://SITES.GOOGLE.COM/SITE/JOURNALOFCOMPUTING/
WWW.JOURNALOFCOMPUTING.ORG 2

instructional technology, there is qualities that associated with Smart &

how instructional accessibility, efficiency or effectiveness and Cappel √
perception on information system. (2006)
It has been considerable development in the provision of online Waycott,
resources for learning across research matters, from a range of Bennett,
sources, public and commercial. There are various researchers Kennedy,
found that educators, who are trained or untrained, due to some √
Dalgarno &
form of instruction technology use to conduct their lessons. Gray
However, the relation of the choice on instructional technology (2010)
types that used and the quality of the delivery approaches that
educators use have not been investigated. Venkatesh
√
(2000)
The preliminary review identified 13 journals with a conceptual
or empirical focus on instructional technology, information
system in education or interactive online learning. The following Several recent studies have used student perception as the
discussion is organized and presented according to the four criterion by which to determine the instructional utility of
contexts of categories in Table 1. discussion.
Table 1: Perception on Technology Use in Contexts of Theoretical Model on Perceived of use
Categories
Prior to the research on user acceptance of technology which
concentrated on determining the effects of general computer self
Perception on Technology Use Context efficacy on perceived ease of use [18], it explores the anchor role
for the development of ease of use perceptions.
Theore- Quality Learning Measure
Authors tical of Tool / ment on In Technology Acceptance Model (“TAM”), attitude towards
Model / Teaching Applicati Personal using technology was omitted [18], although the users early
Frame and on / Charact attitude towards controlling the system played a pivotal role in its
work Learning Devices eristics adoption and consequently it’s diminishing usage.
Al Fahad Venkatesh (2000) also argues that control relates to an
√ individual’s perception of the availability of knowledge, resources
(2009)
and opportunities are required to perform a specific behavior.
Baker-
Eveleth, Quality of Teaching and Learning
Stone & √ In Jamaliah & Zaidatol (2004), a study to examine the students’
Pendegraft perception of the quality in teaching and the relationship to
(2007) learning outcomes was conducted which there was a significant
Erkan relationship between students overall perception on the service
√ quality factors and outcomes that contributes to 51.9% of the
(2009)
variance.
Jamaliah &
Zaidatol √ Learning Tool / Application / Devices
(2004) Al-Fahad's (2009) survey of Saudi Arabian students indicated a
Kahveci perception that the use of mobile devices is more flexible and
√ frees students from time and place constraints. The findings also
(2010)
highlight 100% of the respondents report owning mobile
Mbarika, technologies on the large number of learners. In this research, the
Sankar & survey shown the student changed from passive learners to truly
√
Raju engaged learners who are intellectually, emotionally and
(2003) behaviorally perceived in their learning tasks.
Mustafa & Baker-Eveleth, Stone & Pendegraft (2007) highlight the use of
Abubakar √ software aided, student project team communication and
(2009) collaboration. It was incorporating learning community theory,
Picciano behavioral intentions to use technology from the technology
√ acceptance model and perceptions of using software in an
(2002)
educational environment provides an integrated research study
Rovai examining the impacts of technology.
√
(2002)
In Erkan (2009) studies, it have observed that there is a significant
Savery differences in the Turkish undergraduate students’ perceptions of
√
(2002) the Web as a learning tool based on gender, socio-economic
background, and Web experience.
JOURNAL OF COMPUTING, VOLUME 2, ISSUE 9, SEPTEMBER 2010, ISSN 2151-9617
HTTPS://SITES.GOOGLE.COM/SITE/JOURNALOFCOMPUTING/
WWW.JOURNALOFCOMPUTING.ORG 3

The results shown that multimedia technology materials were Learning Networks, Journal of Information Technology
perceived to be very useful in making multi criteria in engineering Education, Proceedings of AIS SIG-ED IAIM Conference and
and technical decisions [8]. There is no major significant Journal of Interactive Online Learning.
relationship between student major and higher order cognitive The collection of 13 selected journals subsequently categories and
skills improvement. fitted into the proposed framework. These abstracts, literature
The study of Mustafa & Abubakar (2009), shows that there is a review and conclusion served as the basis for the classification
significant positive relationship between the student learning process which followed. Chosen contexts is based on
culture and IT use. They also concluded that the usage of IT and characteristics of the journal which impact the IT perception in
learning culture are significant variables that affect student nature.
knowledge sharing in higher institutions. Journals were indexed, first according to focus area and
Picciano (2002) measured a range of graduate student perceptions subsequently according to content and area of specialized
relation to asynchronous postings and reported “a strong research. Although journals were classified as either conceptual or
relationship between students’ perceptions of the quality and quantitative, categories occurring within each of these
quantity of their interaction and their perceived performance in an perspectives were not considered mutually exclusive; it was
online course” (pp. 12). therefore possible for one journal to be assigned to multiple
Rovai (2002) found that sense of community in asynchronous categories.
online discussion related to student perception of learning. The further important area for improvement is that of description.
Approximately 43% of the variance in perceived learning The descriptions of the research samples were frequently sketchy,
accounted for by differences in perception of classroom making it difficult to validate the nature of the course program
community. and whether sample characteristics such as prior experience, age,
In Savery (2002) study, there are 90% of faculty surveyed etc. were comparable across the studies. In some cases, it was
reported using e-mail five times or more per semester for impossible to determine whether a course was delivered to
instructional use. Overall, the student perception of the ability of undergraduate, post graduate or continuing education students.
their instructors to prepare them to use technology effectively in Similarly, a frequent lack of information on instructional content
their teaching through modeling and using technology was and teaching methodology made it unclear whether aspects of
slightly positive. content (for example, the preparation of a lesson plan) or process
The investigation on students in two business courses through the (for example, the personal characteristics of the educator) may
Michigan Virtual University [15] indicated that the ease of use have contributed to the results.
and organization of learning materials were perceived as strengths
of their online learning experience. Students’ perception and 4. DISCUSSION
attitude is the critical motivation and learning; it is clear that There is a considerable number and variety of topics, approaches
gaining a greater understanding of the learners’ perspective is and directions are reflected in the conceptual papers reviewed of
vital to be able to comprehend the factors involved in developing this article. However, there are a number of consistent themes that
and promoting online learning environment. emerge from the various authors. Of particular note is the need to
Overall, in Waycott, Bennett, Kennedy, Dalgarno & Gray (2010) distinguish among online learning, technology adoption and
findings, many staff appeared to be both positively oriented technology perception in education and to differentiate each of
towards technology as a means to enhance student learning and these from traditional approaches to educational technology. This
highly skilled and knowledgeable about educational technologies. theme permeates the literature but is reflected most especially in
articles dealing with suggested teaching strategies and proposed
Measurement on Personal Characteristics
curricula.
Kahveci (2010) depicted that in overall findings indicated that
Table 2: Selection of three prominent journals for
students had positive attitudes towards the use of technology for
comparative analysis.
learning, regardless of their various personal characteristics
measurement such as gender, age, grade level, previous Waycott,
Baker-
experience, and content area of interest. The measurement Bennett,
Descriptio Picciano Eveleth, Stone
analysis reveals that the instrument has the Cronbach alpha values Kennedy,
n (2002) & Pendegraft
ranging from .942 to .777 which referred as highly reliable. Dalgarno &
(2007)
Gray (2010)
1. The 1. Use of Perception /
3. METHODOLOGY relationship business views on:
The selected journals for inclusion in this literature were restricted between collaborative
to those published in academic journals specializing in actual software in a
instructional technology, interactive online learning and Research student classroom 1. What
information system in education. Eight periodicals were Question interaction/p environment. technologies
ultimately chosen; they are: European Conference on Information articipation are used in
Systems, International Review of Research in Open and Distance and everyday life?
2. Perception
Learning, Decision Sciences Journal of Innovative Education, performance
of impacts on
Journal of Educational Technology, Journal of Asynchronous 2. The 2. How those
the software
JOURNAL OF COMPUTING, VOLUME 2, ISSUE 9, SEPTEMBER 2010, ISSN 2151-9617
HTTPS://SITES.GOOGLE.COM/SITE/JOURNALOFCOMPUTING/
WWW.JOURNALOFCOMPUTING.ORG 4

relationship use in the technologies

between course, are used? From Picciano (2002), we can summarize that the results
student learning and indicated that there is a strong, positive relationship between
perception student student perceptions of their interaction in the online course and
of social attitudes. 3. How their perceptions of the quality and quantity of their learning.
presence and technologies Whereas on Baker-Eveleth, Stone & Pendegraft (2007) results,
performance are used in there was 74.3% response rate from the students. Students did
higher received exposure to a communication and collaboration software
3. The
education? used in professional settings. The use of SharePoint Services was
relationship
between perceived as useful for coursework and their assignments.
student 4. The benefits On Waycott, Bennett, Kennedy, Dalgarno & Gray (2010) studies,
perceptions of using both students and staff in the sample, the use of technologies
of social technologies in could be divided into separate contexts of use. There was also
presence and higher significant overlap in the purposes and contexts of use, with both
actual education groups taking advantage of technology to communicate with
participation friends and family and to pursue personal interests. Many staff
4. appeared to be both positively oriented towards technology as a
Differences 5. The means to enhance student learning and highly skilled and
in student limitations of knowledgeable about educational technologies.
perceptions using
More specifically, the components of the ideal structure include
of their technologies in
the following: a focus on property ease of use in technology and
learning higher
acceptance as well, an element of concrete experience derived
experiences education
from active participation through projects and the like, and
and actual content directed to stage of venture development and emphasizing
performance functional technology integration. Notwithstanding the apparent
5. consensus on the prescriptions for educational directions in the
Differences field, there is a noticeable lack of a multidisciplinary approach
in student reflected in the underlying theories.
perceptions There are several limitations have to be kept in mind when
of their considering the sample size of the journals findings and
interaction conclusions. While it is felt that the sample of publications is
and actual representative of the literature over the past decade, there may be
participation some bias associated with the narrow focus of the journals under
Asynchrono review. As indicated previously, the literature review included
us model only journals in the areas of instructional education and
and information system in education. Journals from other information
Theory / instructional Technology system disciplines and related disciplines such as business
Quantitative management were not considered.
Framework model for Acceptance
investigation
/ Model online Model (TAM)
[7].
used course with [3].
electronic
discussion. 5. CONCLUSION AND FUTURE WORK
[11] The various results on this literature review have shown how
greatly IT technology perceived by both educators and students in
All the
assisting them for teaching and learning. Nevertheless, the role of
interviews and
IT perception playing in the learning environment cannot be over-
focus groups
emphasized.
were audio-
Descriptive recorded and Conclusions drawn from this literature are educator used relevant
Analysis of Online transcribed and interactive approach with various instructional technology
Interaction, questionnaire verbatim. A types to conduct their lessons. Moreover, educators need to
Method improvise their instructional technology methods for their
presence and using qualitative data
employed delivery. Students think that highly of the educational program in
performance SharePoint analysis tool,
data services. NVivo, was information system which attracts them. Both the educators and
collected. used to assist students have different perception on technology use in learning
with the coding but have commonalities in daily life use. In the evaluation,
of the data into students tend to be more acceptable in technology use as a
themes and learning tool. To further increase, effectiveness in learning,
subcategories. technology integration and collaboration is vital to enhance
JOURNAL OF COMPUTING, VOLUME 2, ISSUE 9, SEPTEMBER 2010, ISSN 2151-9617
HTTPS://SITES.GOOGLE.COM/SITE/JOURNALOFCOMPUTING/
WWW.JOURNALOFCOMPUTING.ORG
learning capabilities with customization of lesson plan based on
technology use.
For the future research efforts, suggestions are in part a function
of the methodology limitations identified in the journals under
reviewed, as well as those relations to the present study, and in
part, a function of the knowledge gaps identified in this literature.
In overall, besides the small amount of reviewed journals, it
appears that an ultimate effort of work drawn on existing theory
from other related disciplines. Additionally, to further enhance the
IT perception on learning employed in future studies, the current
review will identified the context areas and more significant
empirical work needed for future research. Hence, it will assist in
the design and implementation of creative learning program or
environment. Even though some of the students are showing,
more preferences on acceptance of technology in certain forms
but may not applicable to every students as a whole depends on
perceive of information entirely. Collaboration with practitioners
on research projects is vital to investigate the problem. Therefore,
further investigation is needed on this matter.
There must be a clear definition of task which is made evident to
the group and which is kept in focus throughout. The challenges
of engaging the learners should be within the content of the
learning tools rather than its interface. Educators especially on
training and those who are in the field should have a quorum for
discussion periodically to perform post mortem on the
effectiveness of their methodology using the approaches of
educational and instructional technology as applicable to the
learning organization as a whole where the overall IT perception
gradually increases significantly.
6. REFERENCES
[1] Al-Fahad (2009). Students’ Attitudes and Perceptions
Towards The Effectiveness of Mobile Learning in King Saud
University, Saudi Arabia. The Turkish Online Journal of
Educational Technology, April 2009, Vol 8, Issue 2, Article
10.
[2] Baker-Eveleth, Stone & Pendegraft (2007). Using
collaborative software to enhance the classroom learning
environment. Proceedings of the AIS SIG-ED IAIM 2007
Conference.
[3] Davis. (1989) Perceived Usefulness, Perceived Ease Of Use
And User Acceptance Of Information Technologies. MIS
Quarterly (13)3, pp. 319-340.
[4] Erkan Tekinarslan (2009). Turkish University Students’
perceptions of the World Wide Web as a Learning Tool: An
Investigation Based on Gender, Socio-Economic
Background and Web Experience. The International Review
of Research in Open and Distance Learning, Vol 10, No 2.
[5] Jamaliah Abdul Hamid & Zaidatol Akmaliah Lope Pihie
(2004). Students’ perception of the quality of teaching and
learning in business studies programs. Pertanika Journal of
Social Science & Humanities, 12(1), UPM Press.
5
[6] Kahveci (2010). Students’ Perceptions to use technology for
leaving: Measurement integrity of the modified Fenneme-
Sherman attitudes scales. The Turkish Online Journal of
Educational Technology, January 2010, Vol 9, Issue 1.
[7] Kennedy, G. et al. (2008). Immigrants and natives:
Investigating differences between staff and students’ use of
technology. In Hello! Where are you in the landscape of
educational technology. Proceedings ASCILITE Melbourne
2008 (pp. 484–492). Melbourne: ASCILITE.
[8] Mbarika, Sankar & Raju (2003). Perceived role of
multimedia instructional materials on multimedia technology
and engineering decisions. Decision Sciences Journal of
Innovative Education, Fall 2003, Vol 1, No 2.
[9] Mustafa & Abubakar (2009). The impact of learning culture
and information technology use on knowledge sharing: A
case of KFUPM. 17th European Conference on Information
Systems 2009.
[10] Picciano, A. G. (2002). Beyond student perceptions: Issues
of interaction, presence, and performance in an online
course. Journal of Asynchronous Learning Networks, Vol 6.
[11] Rourke, Anderson, Garrison and Archer (2001). Assessing
social presence in asynchronous text-based computer
conferencing. Journal of Distance Education 14(21), 50 –
71.
[12] Rovai (2002). Sense of community, perceived cognitive
learning, and persistence in asynchronous learning networks.
Internet and Higher Education, 5, 319-332.
[13] Savery (2002). Faculty and student perceptions of
technology integration in teaching. The Journal of
Interactive Online Learning, Fall 2002, Vol 1, No 2.
[14] Slawson, B. (1993). HyperGLOB: Introducing graphic
designers to interactive multimedia. Journal of Interactive
button and Multimedia Studies, 3(2),12 17.
[15] Smart & Cappel (2006). Students’ perceptions of online
learning: A comparative study. Journal of Information
Technology Education, Vol 5.
[16] Treat, Wang, Chadha & Dixon (2006). Major Developments
in Instructional Technology: During the 20th Century. IDT
Record, September 2006.
[17] Waycott, Bennett, Kennedy, Dalgarno & Gray (2010).
Digital divides? Student and staff perceptions of information
and communication technologies. Journal of Computer &
Education, 54 (2010), 1202-1211.
[18] Venkatesh (2000). Determinants of perceived ease of use:
Integrating control, intrinsic motivation and emotion into the
technology acceptance model. Information Systems
Research, Vol 11, No 4, Dec 2000, pp. 342-365.