Indonesi
an
Journa
l
of El
ect
ri
cal Engineer
ing
an
d
Comp
ut
er
Scie
nce
Vo
l.
14
,
No.
1
,
A
pr
il
201
9
, p
p.
381
~
387
IS
S
N: 25
02
-
4752, DO
I: 1
0.1
1591/i
j
eecs
.v1
4
.i
1
.pp
381
-
387
381
Journ
al h
om
e
page
:
http:
//
ia
es
core.c
om/j
ourn
als/i
ndex.
ph
p/ij
eecs
The
eff
ectivene
ss
of
fro
g
VLE
im
plement
atio
n:
stu
dents’
persp
ec
t
ive
Rog
ayah
A
bd
ul
M
aj
id
,
Ju
h
aida
C
he
H
as
i
m
Facul
t
y
of
Com
puti
ng
and
Math
e
m
at
ic
a
l
Sci
ences
,
Univer
si
ti
Tkn
ologi
MA
RA,
M
al
a
y
si
a
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
hist
or
y:
Re
cei
ved
Sep
15
,
2018
Re
vised
N
ov
20
,
2018
Accepte
d
Dec
13
,
2018
Thi
s
pape
r
pr
ese
nts
the
eff
ec
t
iveness
of
the
Frog
VLE
implemen
ta
ti
on
f
rom
student
s’
per
spe
ct
iv
es.
Virtu
al
Le
arn
ing
Enviro
nm
ent
(VLEs)
is
an
onli
ne
s
y
stems
supporting
int
er
ac
t
ions
bet
wee
n
and
am
ongst
le
arn
ers
a
nd
te
a
che
rs
in
school.
The
Frog
VLE
is
a
we
b
-
base
d
le
arn
ing
sy
st
em
tha
t
re
pl
ic
a
te
s
re
a
l
li
fe
learni
ng
by
inc
orpor
at
ing
virt
u
al
le
a
rnin
g
equi
v
al
en
t
of
tra
d
it
ion
al
conc
ep
ts
of
educ
ation
with
the
aim
to
enha
n
ce
the
l
ea
rning
expe
rie
n
c
e
be
y
ond
the
boun
ded
class
room
b
ac
kground.
Prev
ious
studie
s
hav
e
ide
nt
ified
som
e
diffi
cultie
s
in
th
e
Frog
VL
E
implement
at
io
n
such
as
compe
te
nc
y
of
th
e
te
a
che
rs
and
stu
dent
,
fa
ci
liti
es
a
nd
infra
stru
ct
ure
of
implement
in
g
the
Frog
VLE
in
school
.
The
r
efo
re
,
th
e
aim
of
th
is
stud
y
is
to
m
ea
sure
th
e
eff
ective
n
ess
of
the
Frog
VLE
implementa
t
ion
from
student
per
spec
ti
v
e
as
VLE
platform
may
l
ea
d
to
t
he
per
form
ance
improvem
ent
among
the
student
s.
A
surv
e
y
was
conducte
d
with
315
par
ticipa
n
ts,
consists
of
Yea
r
4
and
Yea
r
5
pr
i
m
ar
y
schoo
l
stu
dent
s
in
Shah
A
la
m
.
Th
e
r
esult
of
the
stud
y
show
s
tha
t
from
the
“
nat
ur
e
of
st
udent
self
,
te
a
ch
er’
s
compete
n
c
y,
useful
and
ea
se
of
use
of
the
application
,
and
conduc
iv
e
le
arn
ing
envi
ro
nm
ent
have
improve
students
’
ac
ad
emic
p
erf
orm
anc
e
and
m
oti
vation.
Ke
yw
or
d
s
:
Ease
of
u
se
On
li
ne
l
ear
ning
Usefulne
ss
of
o
nline
l
ear
ning
Cond
ucive
e
nv
iro
nm
ent
Virtual
l
ea
rn
i
ng
e
nv
i
ronm
ent
(V
L
E)
Copyright
©
201
9
Instit
ut
e
of
Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
All
rights
reserv
ed
.
Corres
pond
in
g
Aut
h
or
:
Rog
ay
a
h
Abd
ul
Ma
j
id
Faculty
of
Co
m
pu
ti
ng
an
d
Ma
them
a
ti
cal
Scie
nces
Un
i
ver
sit
i
Te
knol
og
i
M
ARA
,
40450
S
hah
Al
a
m
,
Sela
ngor,
Ma
la
ysi
a.
rogayah
@tm
sk
.u
it
m
.ed
u.
m
y
1.
INTROD
U
CTION
E
-
Lear
ning
ha
s
arise
with
t
he
util
iz
at
ion
of
te
le
com
te
chn
olo
gy
to
delive
r
inf
or
m
at
ion
for
ed
ucati
on
and
t
rainin
g.
E
-
Lear
ning
is
essenti
al
ly
a
web
-
based
syst
e
m
that
m
akes
inf
or
m
at
ion
or
knowle
dge
can
be
easi
ly
acce
ssed
by
us
er
s
an
d
re
gardless
ti
m
e
restrict
ion
s
or
ge
ographi
c
pro
xim
it
y.
A
c
c
or
di
ng
to
A
hm
e
d,
Z
a
ka
r
i
a
&
E
lm
i
(
20
1
2)
,
e
-
l
e
a
r
ni
ng
is
an
e
f
f
i
c
i
e
nt
a
nd
e
f
f
e
c
t
i
ve
m
et
ho
d
of
l
e
a
r
ni
n
g
s
am
e
as
c
on
ve
nt
i
on
a
l
t
e
a
c
hi
ng
,
b
ut
it
is
not
s
ub
s
t
i
t
ut
e
d
of
l
e
c
t
ur
e
s
,
it
s
im
pl
y
im
pr
ov
e
s
t
he
l
e
a
r
ni
n
g
p
r
oc
e
s
s
[
1]
.
T
he
R
e
c
e
nt
M
al
a
y
si
a
G
ov
e
r
n
m
e
nt
i
ni
t
i
at
i
ve
ha
s
i
nt
r
od
uc
e
d
F
r
og
V
i
r
t
ua
l
L
e
a
r
ni
ng
E
nv
i
r
o
nm
e
nt
(
F
r
og
V
L
E
)
to
e
s
t
a
bl
i
s
h
a
s
im
pl
e
r
l
if
e
for
t
e
a
c
he
r
s
a
nd
s
t
ud
e
nt
s
w
hi
l
e
e
nh
a
nc
i
ng
t
he
t
e
a
c
hi
ng
a
nd
l
e
a
r
ni
n
g
pr
oc
e
s
s
.
T
he
F
r
o
g
V
L
E
is
a
w
e
b
-
ba
s
e
d
l
e
a
r
ni
ng
s
y
s
t
em
t
ha
t
r
e
pl
i
c
at
e
s
r
e
a
l
l
i
fe
l
e
a
r
ni
ng
by
i
nc
or
p
or
a
t
i
ng
vi
r
t
ua
l
e
qu
i
va
l
e
nt
s
of
t
r
a
di
ti
on
a
l
c
on
c
e
pt
s
of
e
du
c
a
t
i
on
[
2]
.
T
hi
s
on
l
i
ne
le
a
r
ni
ng
m
a
na
ge
m
en
t
s
y
s
te
m
ha
s
be
e
n
l
a
un
c
he
d
to
e
nl
a
r
ge
t
he
l
e
a
r
ni
ng
e
xp
e
r
i
e
nc
e
s
be
y
on
d
t
he
bo
un
de
d
c
l
a
s
s
r
o
o
m
ba
c
kg
r
ou
nd
.
In
a
dd
i
t
i
on
,
the
F
r
o
g
V
L
E
a
l
s
o
c
a
t
e
r
s
s
e
a
r
c
ha
bl
e
l
e
c
t
ur
e
m
a
t
e
r
i
al
s
,
f
or
um
s
,
s
t
r
e
am
e
d
vi
de
o
a
n
d
a
s
s
e
s
sm
e
nt
as
l
e
a
r
ni
ng
a
n
d
t
e
a
c
hi
n
g
r
e
s
ou
r
c
e
.
A
vir
tual
le
arn
in
g
e
nv
i
ronm
ent
or
VLE
is
an
onli
ne
ed
ucati
on
pl
at
fo
rm
wh
ic
h
al
lows
te
achi
ng
an
d
le
arn
in
g
betwe
en
te
ache
rs
an
d
stu
den
ts
via
on
li
ne
.
Be
sides
enab
li
ng
stu
de
nts
to
acce
ss
in
form
ation
at
an
yt
i
m
e
and
a
nyw
her
e
,
Fr
og
V
LE
pro
vid
es
feat
ures
su
c
h
as
f
orum
and
W
ikis
wh
ic
h
al
lows
the
st
udent
to
com
m
un
ic
at
e
with
their
f
rien
ds
an
d
te
ache
r
s
[5
]
.
F
rog
V
L
E
al
lows
te
ach
ers
to
uploa
d
l
esso
n
m
at
erial
on
t
he
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2502
-
4752
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
,
Vo
l.
14
, N
o.
1
,
A
pr
il
2019
:
381
–
387
382
VLE
in
t
he
f
orm
of
el
ect
ronic
file
s.
On
t
he
ot
her
ha
nd,
the
s
tud
e
nts
can
up
l
oad
t
heir
hom
e
work
to
the
V
LE
to
be
asse
ssed
by
their
te
ache
r.
T
he
l
e
a
r
ni
ng
e
xp
e
r
i
e
nc
e
t
hr
o
ug
h
F
r
o
g
V
L
E
e
nc
ou
r
a
ge
s
a
nd
be
ne
f
i
t
s
t
he
s
t
ud
e
nt
s
t
ow
a
r
ds
po
s
i
t
i
ve
l
e
a
r
ni
ng
e
x
pe
r
i
e
nc
e
is
ve
r
y
i
m
po
r
t
a
nt
a
nd
po
w
e
r
f
ul
in
e
n
ga
gi
ng
l
e
a
r
ne
r
s
e
i
t
he
r
t
r
a
di
t
io
na
l
or
on
l
i
ne
[
3]
.
T
he
F
r
og
V
L
E
pr
o
vi
de
s
a
s
oc
i
a
l
di
m
e
ns
i
on
of
l
e
a
r
ni
ng
t
ha
t
c
ha
r
a
c
t
e
r
i
z
e
d
t
he
c
l
a
s
s
r
oom
pr
a
c
t
i
c
e
w
hi
c
h
pr
ov
i
de
s
e
xp
e
r
i
e
nc
e
of
l
e
a
r
ni
ng
in
t
w
o
e
nv
i
r
o
nm
e
n
ts
suc
h
as
at
ho
m
e
a
nd
s
c
ho
ol
.
T
hr
o
ug
h
F
r
o
g
V
L
E
,
l
e
a
r
ni
ng
can
be
do
ne
at
a
ny
pl
a
c
e
a
nd
a
ny
t
i
m
e
.
Wi
t
h
m
i
ni
m
um
t
ec
hn
i
c
a
l
s
ki
l
l
s
r
e
qu
i
r
e
d
to
de
ve
l
o
p
a
w
e
bs
i
t
e
,
t
e
a
c
he
r
s
or
s
t
ud
e
nt
s
can
e
m
pl
oy
vi
de
o,
im
a
ge
a
nd
e
du
c
a
t
i
on
a
l
r
e
s
ou
r
c
e
s
,
t
he
n
a
r
r
a
ng
e
a
nd
c
oo
r
di
na
t
e
t
he
m
in
a
we
bs
i
t
e
[
4]
.
F
ur
t
he
r
m
ore
,
t
e
a
c
he
r
s
a
r
e
a
bl
e
to
pl
a
n
a
nd
pr
od
uc
e
t
he
i
r
own
t
e
a
c
hi
ng
a
n
d
l
e
a
r
ni
ng
m
a
t
e
r
ia
l
s
to
a
c
c
om
m
od
a
t
e
the
va
r
i
e
t
y
of
l
e
a
r
ni
ng
t
e
c
h
ni
q
ue
s
.
VLE
al
so
co
ntr
ibu
te
s
to
sch
oo
l
eff
ect
iveness
thr
ough
increa
sing
of
the
knowle
dge
m
anag
e
m
ents
and
i
m
pr
ovem
ent
in
s
kill
for
kn
owle
dge
see
king
act
ivit
ie
s.
Ac
cordin
g
to
N
gu
ye
n
(
2011)
,
the
stud
e
nts
have
to
go
thr
ough
VLE
ba
sed
on
thei
r
own
or
ie
ntati
on
due
to
uniq
ue
m
et
ho
d
of
delivery
an
d
the
cl
ass
set
ti
ng
[
8].
This
is
due
to
distance
le
ar
ning
vi
a
VL
E
has
no
face
to
face
c
om
m
un
ic
at
ion
.
Be
rr
y
(
2006
)
in
his
st
ud
y
sta
te
d
t
hat
the
stu
den
t
will
be
m
or
e
conf
ident
in
giv
in
g
their
th
oughts
and
i
deas
to
c
la
ssroom
discuss
ion
s
as
well
as
in
the
discussi
on
foru
m
if
they
get
the
knowle
dg
e
on
thei
r
own
[
9].
On
the
oth
er
hand,
F
r
og
VLE
al
so
gi
ves
a
good
im
pact
on
stu
den
ts
’
m
otivati
on
[19]
and
le
ar
ning
ha
bit.
This
was
su
pp
or
te
d
by
Ba
rk
er
&
G
ossm
an
(20
13)
by
sta
te
d
that
the
Frog
VLEs
is
able
to
i
m
pr
ove
in
the
le
arn
i
ng
pro
cess
and
m
otivate
stud
ents
to
le
arn
[11].
T
his
has
beco
m
e
an
e
nc
oura
gem
ent
to
the
te
ache
rs
to
us
e
t
he
F
rog
V
LE
in
t
heir
te
a
chin
g.
P
r
e
vi
ou
s
s
t
ud
i
e
s
ha
ve
i
de
nt
i
f
i
e
d
s
om
e
di
f
f
i
c
ul
t
i
e
s
in
t
he
F
r
o
g
V
L
E
im
pl
em
e
nt
at
i
on.
A
s
t
ud
y
c
on
d
uc
t
e
d
by
R
a
z
a
k
a
nd
Y
us
op
[4]
ha
s
i
de
n
t
i
f
i
e
d
s
om
e
di
f
f
i
c
ul
t
i
e
s
in
F
r
o
g
V
L
E
i
m
pl
em
e
nt
a
t
i
on
s
uc
h
as
one
di
f
f
i
c
ul
t
y
t
ha
t
c
on
t
r
i
bu
t
e
to
the
i
ne
f
f
e
c
t
i
ve
ne
s
s
of
F
r
og
V
L
E
is
t
he
e
xp
e
r
t
i
s
e
of
t
he
ac
a
de
m
i
c
s
t
a
f
f
,
w
hi
c
h
f
oc
us
i
n
g
on
t
e
a
c
he
r
s
s
uc
h
as
a
dd
i
t
i
on
a
l
t
im
e
ne
e
de
d
to
r
e
a
c
t
to
t
he
f
o
r
um
,
s
om
e
t
e
a
c
he
rs
m
a
y
ha
ve
pr
ob
l
e
m
s
w
i
t
h
l
a
c
k
of
f
r
e
e
t
im
e
a
nd
t
e
c
hn
i
c
a
l
c
om
pe
t
e
nc
y
to
us
e
t
he
t
e
c
hn
ol
o
gy
.
On
t
he
ot
he
r
ha
n
d,
R
a
s
hi
d
(
2
01
4)
s
t
a
t
e
d
t
ha
t
,
s
t
ud
e
nt
s
w
e
r
e
not
r
e
a
l
l
y
e
xp
os
e
d
to
t
he
ut
i
li
z
a
ti
on
of
t
he
F
r
o
g
V
L
E
p
l
a
t
f
orm
du
r
i
ng
t
e
a
c
hi
ng
a
nd
l
e
a
r
ni
n
g
s
e
s
s
i
on
in
c
l
a
s
s
[
5]
.
Fu
rt
her
m
or
e,
issues
relat
ed
to
c
om
petency
of
the
te
ache
rs
a
nd
stu
de
nts
in
us
in
g
Fro
g
VLE,
a
nd
infr
a
struct
ur
e
has
le
d
to
i
ne
ff
ect
ive
im
ple
m
entat
ion
of
Fr
og
VLE
[12].
Since
the
e
ff
ect
ive
ness
of
VLE
platfo
rm
m
ay
le
ad
to
pe
rform
ance
i
m
pr
ov
e
m
ent,
stud
e
nt
per
ce
ptio
n
to
wards
the
us
a
ge
of
Fro
g
V
LE
in
increasin
g
thei
r
le
ar
ning
perf
or
m
ance
nee
d
to
be
m
easure
d
[3
]
[
7].
M
oham
ed
(20
11)
has
disc
overe
d
key
el
e
m
ents
determ
ining
the
su
c
cess
of
e
-
le
ar
ni
ng
im
ple
m
entat
ion
is
the
infr
ast
r
uctur
e
s
uc
h
as
internet
s
erv
ic
e.
Te
ch
no
l
og
ic
al
desig
ns
play
an
im
po
rtant
rol
e
in
the
stud
e
nts’
pe
rceive
d
us
ef
uln
ess
a
nd
eases
of
us
e
of
a
course
an
d
will
has
an
ef
fect
on
stu
den
ts
’
sat
isfact
ion
[20].
Accor
ding
to
Me
i
et
a
l.
(2
01
7),
the
Fro
g
V
LE
is
a
good
way
to
l
earn,
howe
ver
,
it
dep
e
nds
on
the
us
a
bili
ty
and
acce
ss
to
the
V
LE
platf
or
m
it
sel
f
[21].
T
he
perform
ance
of
virt
ual
le
arn
i
ng
e
nviro
nm
ent
can
be
ex
pa
nded
by
al
lowing
a
su
it
able
te
c
hn
ic
al
sup
port
on
t
he
current
proces
s
of
vi
rtual
le
ar
ning
e
nv
i
ronm
ent.
On
the
othe
r
ha
nd,
Staf
f
com
petency
al
so
c
on
t
rib
utes
to
the
eff
ect
ive
ness
of
the
Frog
V
LE
i
m
ple
m
ent
at
ion
.
Teac
hers’
com
petency
of
util
iz
ing
the
ap
plica
ti
on
,
IC
T
dev
ic
es
,
em
plo
ym
ent
of
the
a
pp
li
cat
io
n
f
or
te
achin
g
a
nd
le
arn
i
ng
a
re
im
po
rta
nt
in
the
im
ple
m
entat
ion
of
the
Fr
og
VL
E
[
5].
Wor
ks
ho
ps
,
se
m
inars
an
d
trai
ning
s
houl
d
be
pro
vid
e
d
to
e
quip
sta
ff
with
the
require
d
IT
sk
il
ls
su
c
h
as
how
to
us
e
to
ols,
c
rea
ti
ng
the
co
nte
nt
and
gr
oup
dis
cussion
or
f
oru
m
.
This
pa
pe
r
pre
sents
the
eff
ec
t
i
vene
ss
of
the
Fr
og
VLE
implem
ent
a
ti
on
from
st
udent
s’
per
spe
ctives.
In
thi
s
stud
y
show
s
tha
t
the
“
nat
ur
e
of
student
self,
t
ea
ch
er’
s
compet
ency
,
usefu
l
an
d
ea
se
of
use
of
the
applicatio
n,
and
conduc
iv
e
le
arn
i
ng
envi
ronm
ent
have
improve
the
ir
acade
m
ic
p
erf
orm
anc
e
and
m
oti
vat
ion.
H
oweve
r,
so
m
e
of
the
stud
e
nts
hav
e
so
m
e
diff
ic
ulti
es
to
acce
ss
t
he
a
pp
li
cat
io
n
due
to
se
ver
a
l
reason.
In
a
dd
it
io
n,
facil
it
ie
s
an
d
infr
a
struct
ur
e
of
the
ICT
e
quipm
ent
nee
d
to
be
im
pr
ov
e
d
in
or
der
to
i
nc
r
e
a
s
e
t
he
e
f
f
e
c
t
i
ve
ne
s
s
of
t
he
F
r
og
V
L
E
im
pl
em
en
t
a
t
i
on
in
s
c
h
oo
l
.
T
he
r
e
f
o
r
e
,
t
he
s
c
h
o
o
l
m
an
a
g
e
m
e
n
t
p
l
a
y
s
an
i
m
p
o
r
t
a
n
c
e
r
o
l
e
to
e
n
c
o
u
r
a
g
e
t
h
e
i
m
p
l
e
m
e
n
t
i
o
n
of
t
h
e
F
r
o
g
V
L
E
e
f
f
i
c
i
e
n
t
l
y
a
n
d
s
u
c
c
e
s
s
f
u
l
l
y
.
2.
METHO
D
OL
OGY
A
s
e
t
of
qu
e
s
t
i
on
na
i
r
e
ha
s
b
e
e
n
di
s
t
r
i
bu
t
e
d
to
315
pa
r
t
i
c
ip
a
nt
s
c
on
s
i
s
t
i
ng
of
Y
e
a
r
4
a
nd
Y
e
a
r
5
pr
i
m
a
r
y
s
t
ud
e
nt
s
at
SK
S
e
ks
y
e
n
27
,
S
ha
h
A
l
am
.
T
he
qu
e
s
t
i
on
na
i
r
e
c
o
ns
i
s
t
s
of
t
he
de
m
og
r
a
p
hi
c
i
nf
or
m
a
t
i
on
i
nv
ol
ve
s
t
he
a
g
e
of
t
he
r
e
s
po
n
de
nt
s
,
pe
r
c
e
pt
i
on
t
o
w
a
r
ds
t
he
F
r
o
g
V
L
E
i
m
pl
em
e
nt
at
i
on
e
f
f
e
c
t
i
ve
ne
s
s
ba
s
e
d
on
t
he
na
t
ur
e
of
s
t
ud
e
nt
s
'
s
e
l
f
,
t
he
t
e
a
c
he
r
e
xp
e
r
t
i
s
e
,
t
he
us
e
f
u
l
ne
s
s
a
nd
e
a
s
e
of
t
he
a
pp
l
i
c
a
t
io
n,
t
he
e
xi
s
t
e
n
c
e
of
c
on
d
uc
i
ve
e
n
v
i
r
on
m
e
nt
a
nd
t
he
e
f
f
e
c
t
i
ve
ne
s
s
of
t
he
F
r
og
V
L
E
to
i
m
pr
ov
e
l
e
a
r
ni
ng
pe
r
f
or
m
a
nc
e
.
T
he
c
on
s
t
r
uc
t
i
on
of
t
he
qu
e
s
t
i
on
na
i
r
e
is
ba
s
e
d
on
t
he
r
e
s
e
a
r
c
h
m
od
e
l
s
h
ow
n
in
F
i
gu
r
e
1.
T
he
r
e
s
e
a
r
c
h
m
od
e
l
of
t
hi
s
st
ud
y
is
de
r
i
ve
d
from
t
he
T
e
c
hn
ol
o
gy
A
c
c
e
pt
a
nc
e
M
od
e
l
(
T
A
M
)
[2]
a
nd
T
e
c
hn
ol
o
gy
R
e
a
di
ne
s
s
I
nd
e
x
(
T
R
I
)
.
T
he
T
A
M
m
od
e
l
em
ph
a
s
iz
e
s
on
op
e
r
a
t
i
on
a
l
i
z
e
B
e
ha
vi
or
a
l
I
nt
e
ns
i
on
,
P
e
r
c
e
i
ve
d
U
s
e
f
ul
ne
s
s
,
a
nd
P
e
r
c
e
i
ve
d
Ease
of
U
s
e
.
P
e
r
c
e
i
ve
d
U
s
e
f
ul
ne
s
s
w
a
s
de
f
i
ne
d
as
t
he
de
gr
e
e
to
w
h
i
c
h
a
Evaluation Warning : The document was created with Spire.PDF for Python.
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
IS
S
N:
25
02
-
4752
Th
e eff
ect
iv
ene
ss o
f f
r
og VL
E
impleme
nta
ti
on:
stu
den
ts
’ pe
rsp
ect
iv
e
(
Ro
gaya
h Ab
dul M
ajid
)
383
pe
r
s
o
n
be
l
i
e
ve
s
t
ha
t
us
i
ng
a
pa
r
t
i
c
ul
a
r
s
y
s
t
em
w
ou
l
d
e
nh
a
nc
e
hi
s
or
he
r
jo
b
pe
r
f
o
r
m
a
nc
e
.
P
e
r
c
e
i
ve
d
Ease
of
U
s
e
r
e
f
e
r
r
e
d
to
t
he
de
gr
e
e
to
w
hi
c
h
a
pe
r
s
o
n
be
l
i
e
ve
s
t
ha
t
us
i
ng
a
pa
r
t
i
c
ul
a
r
s
y
s
t
em
w
ou
l
d
be
f
r
e
e
of
e
f
f
or
t
.
H
ow
e
ve
r
,
T
A
M
do
e
s
n
ot
e
m
ph
a
s
i
z
e
on
pe
o
pl
e
’
s
t
e
nd
e
nc
y
to
us
e
t
e
c
hn
ol
o
gy
.
T
he
T
e
c
h
no
l
o
gy
R
e
a
di
ne
s
s
I
n
de
x
(
T
R
I
)
c
o
ns
i
s
t
s
of
f
o
ur
di
m
e
nsi
on
s
,
na
m
e
l
y
op
t
i
m
i
sm
,
i
nn
o
va
t
i
ve
ne
s
s
,
di
s
c
om
f
or
t
a
nd
i
ns
e
c
ur
i
t
y
[
17
]
.
T
R
I
em
ph
a
s
i
z
e
on
pe
op
l
e
’
s
t
e
nd
e
nc
y
to
us
e
ne
w
t
e
c
hn
ol
og
i
e
s
for
a
c
c
om
pl
i
shi
ng
t
he
i
r
t
a
s
k
at
ho
m
e
l
i
fe
or
w
o
r
k
pl
a
c
e
.
Op
ti
m
is
m
is
ref
e
rr
i
ng
to
a
posit
ive
vi
ew
of
te
chnolo
gy,
w
hich
belie
f
in
increa
sed
co
ntr
ol,
flexibili
ty
,
an
d
e
ff
ic
ie
ncy
in
li
fe
due
to
te
ch
nolo
gy
.
Inn
ov
at
ive
ness
is
a
te
nde
ncy
to
be
the
first
us
in
g
a
ne
w
te
chnolo
gy.
I
ns
e
cur
it
y
is
distrust
ing
of
te
ch
no
log
y
and
sk
e
ptici
sm
ab
ou
t
its
a
bili
ty
to
w
ork
pro
per
ly
.
D
i
s
c
om
for
t
is
r
e
f
e
r
r
i
n
g
to
a
pe
r
c
e
pt
i
o
n
of
l
a
c
k
of
c
o
nt
r
ol
ov
e
r
t
e
c
h
no
l
o
g
y
a
nd
a
f
e
e
l
i
ng
of
be
i
ng
ov
e
r
w
he
lm
e
d
by
it.
F
i
gu
r
e
1.
T
he
R
e
s
e
a
r
c
h
m
od
e
l
T
he
p
r
o
po
s
e
d
r
e
s
e
a
r
c
h
m
od
e
l
c
on
s
i
s
t
s
of
t
w
o
m
ai
n
c
om
po
ne
nt
s
t
ha
t
is
(1)
I
nd
e
pe
n
de
nt
V
a
r
i
a
bl
e
s
a
nd
(2)
D
e
pe
n
de
nt
V
a
r
i
a
bl
e
.
T
he
i
nd
e
pe
nd
e
nt
va
r
i
a
bl
e
s
w
e
r
e
de
f
i
ne
d
ba
s
e
d
on
t
he
f
o
ur
f
a
c
t
or
s
t
ha
t
m
a
y
a
f
f
e
c
t
t
he
im
pl
em
e
nt
at
i
on
of
F
r
og
V
L
E
s
uc
h
as
t
he
na
t
ur
e
of
s
t
ud
e
nt
’
s
s
e
l
f
,
t
he
t
e
ach
e
r
’
s
e
x
pe
r
t
i
s
e
,
us
e
f
ul
ne
ss
a
n
d
e
a
s
e
of
us
e
of
t
he
F
r
o
g
V
L
E
a
nd
t
he
e
xi
s
t
e
nc
e
of
c
on
du
c
i
ve
e
n
vi
r
on
m
e
nt
w
hi
c
h
ha
v
e
s
i
gn
i
f
i
c
a
nt
i
m
pa
c
ts
un
de
r
g
oi
ng
t
he
l
e
a
r
ni
ng
vi
a
t
he
F
r
og
V
L
E
.
T
he
na
t
ur
e
of
s
t
ud
e
nt
’
s
s
e
l
f
is
im
po
r
t
a
nt
du
e
to
m
e
a
s
ur
e
s
t
ud
e
nt
s
i
nt
e
nt
i
on
to
us
e
t
he
po
r
t
a
l
[16][
18
]
[
20
]
.
On
the
ot
he
r
ha
nd
,
t
e
a
c
he
r
e
xp
e
r
t
i
s
e
is
to
e
va
l
ua
te
t
e
a
c
he
r
c
om
pe
t
e
nc
y
in
us
i
ng
t
he
F
r
og
V
L
E
in
t
e
a
c
hi
ng
a
n
d
l
e
a
r
ni
ng
[
1]
.
T
he
us
e
f
ul
ne
s
s
a
nd
e
a
s
e
of
us
e
of
t
he
F
r
o
g
V
L
E
is
to
e
va
l
ua
t
e
t
he
f
u
nc
t
i
on
a
l
i
ty
a
nd
f
e
a
t
ur
e
s
of
t
he
F
r
o
g
V
L
E
to
f
a
c
i
li
t
at
e
us
e
r
s
[
12
]
[
1
7]
[
18
]
[
28
]
.
T
he
e
xi
s
t
e
nc
e
of
a
c
on
d
uc
i
ve
l
e
a
r
ni
ng
e
nv
i
r
o
nm
e
nt
is
r
e
f
e
r
r
i
ng
to
a
c
om
pl
et
e
I
C
T
e
nv
i
r
o
nm
en
t
us
i
ng
t
he
I
C
T
r
o
om
s
or
c
om
pu
t
e
r
l
a
bo
r
a
t
or
i
e
s
t
ha
t
e
qu
i
pp
e
d
w
i
t
h
t
he
I
C
T
f
a
c
il
i
ti
e
s
w
he
r
e
t
ea
c
hi
ng
a
nd
l
e
a
r
ni
ng
t
hr
ou
gh
t
he
F
r
o
g
V
L
E
can
be
c
a
r
r
i
e
d
out
s
uc
c
e
s
s
f
ul
l
y
[
23
]
.
3.
RESU
LT
S
A
ND
DI
SCUS
S
ION
T
hi
s
s
e
c
t
i
on
di
s
c
us
s
e
s
t
he
r
e
s
ul
t
of
t
he
s
t
ud
y
on
s
t
u
d
e
nt
s
’
pe
r
c
e
pt
i
on
t
o
w
a
r
d
t
he
F
r
o
g
V
L
E
im
pl
em
e
nt
at
i
on
in
s
c
ho
ol
ba
s
e
d
on
f
a
c
t
or
s
s
uc
h
as
t
he
n
at
ur
e
of
stu
de
nt
sel
f,
the
te
acher
’s
ex
pe
rtise
,
the
us
ef
uln
e
ss
a
nd
ease
of
us
e
of
the
a
pp
li
cat
io
n,
the
existe
nce
of
c
onduci
ve
le
a
rn
i
ng
en
vir
onm
ent.
3.1.
N
ature
of
St
u
den
t
Self
Re
su
lt
in
Ta
ble
1
il
lustrate
s
the
natu
re
of
stu
den
t
t
ow
a
r
ds
t
he
F
org
V
L
E.
Table
1.
Natu
r
e of St
ud
e
nt Se
lf
No
Qu
estio
n
s
Ag
ree
1.
I
know
an
d
lo
v
e
u
sin
g
Frog
VLE
6
8
.8%
2.
I
know
how
to
ed
it
My
Dash
b
o
ard
6
2
.5%
3.
Lear
n
in
g
th
rou
g
h
Frog
VLE
is
v
er
y
i
n
terestin
g
7
4
.4%
4.
Frog
VLE
h
as
in
cr
eased
my
co
llab
o
r
atio
n
with
my
f
rie
n
d
s
an
d
teachers.
7
4
.3%
5.
Af
ter
learnin
g
th
ro
u
g
h
th
e
Frog
VLE
,
I
b
eg
an
to
g
iv
e
f
eedb
ack
to
th
e
teac
h
er.
7
4
.7%
6.
Rev
isio
n
at
h
o
m
e
is
b
etter
wh
en
te
ac
h
ers
b
eg
an
to
sh
are
th
eir
le
arnin
g
sites
7
2
.1%
7.
I
co
m
p
lete
ass
ig
n
m
e
n
ts
ass
ig
n
ed
by
th
e
teacher
th
rou
g
h
th
e
Frog
VL
E
5
3
.3%
8.
By
lea
rnin
g
v
ia
Fr
o
g
VLE
,
I
c
an
u
n
d
erstand
b
etter.
7
2
.1%
9.
Mater
i
als
u
p
lo
ad
ed
by
teachers
are
v
ery
h
elp
f
u
l
an
d
in
c
rease
th
e
l
ev
el
of
my
u
n
d
erstand
in
g
.
71%
10.
I
am
not
in
terested
to
u
se
th
e
Frog
V
LE
b
ecaus
e
it’s
n
o
t
in
terestin
g
.
7
.7%
11.
I
do
not
know
how
to
u
se
Frog
VL
E.
3
.9%
12.
Teac
h
in
g
an
d
learn
in
g
th
rou
g
h
Frog
VLE
was
b
o
red.
5
.7%
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2502
-
4752
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
,
Vo
l.
14
, N
o.
1
,
A
pr
il
2019
:
381
–
387
384
T
he
r
e
s
ul
t
s
ho
w
s
t
ha
t
m
or
e
th
a
n
6
0%
of
the
s
t
ud
e
nt
kn
ow
a
nd
l
ov
e
to
us
e
F
r
og
V
L
E
,
a
nd
t
he
y
kn
ow
how
to
e
di
t
t
he
D
a
s
hb
oa
r
d.
7
4
.
4%
a
gr
e
e
d
t
ha
t
le
arn
ing
th
rough
F
r
og
VL
E
is
ver
y
i
nteres
ti
ng
a
nd
al
l
ows
the
m
to
unde
rstan
d
bette
r.
T
his
is
due
to
l
e
a
r
ni
ng
pr
oc
e
s
s
be
c
om
e
s
m
or
e
e
f
f
i
c
i
en
t
w
he
n
t
he
s
t
u
de
nt
s
m
a
ke
t
he
i
r
own
di
s
c
ov
e
r
y
of
the
ne
w
kn
ow
l
e
d
ge
r
a
t
he
r
t
ha
n
t
he
y
ju
s
t
a
bs
or
b
from
w
ha
t
ha
s
be
e
n
t
a
ug
ht
by
t
he
t
ea
c
he
r
in
c
l
a
s
s
.
Fu
rt
her
m
or
e,
t
he
res
pondents
agr
ee
d
that
le
arn
i
ng
th
r
ough
fr
og
V
LE
is
ver
y
interest
in
g
an
d
increa
se
their
colla
borati
on
with
f
rien
ds
and
te
ac
her.
In
ad
diti
on,
53%
of
the
re
sp
on
de
nts
abl
e
to
com
plete
their
assignm
ents
assigne
d
by
the
te
acher
th
rou
gh
the
Fr
og
VLE
since
the
m
at
e
rial
s
up
loa
de
d
by
te
achers
are
very
help
fu
l
a
nd
in
crease
the
le
ve
l
of
unde
rstan
ding.
Furthe
rm
or
e
,
72.
1%
ag
r
eed
that
t
he
F
r
og
VL
E
has
al
lowe
d
them
to
do
re
visio
n
at
hom
e
since
the
te
acher
sh
a
re
as
sign
m
ent
thr
ough
t
he
we
bs
i
te
.
They
will
get
the
feedbac
k
f
r
om
the
te
ache
r
th
r
ough
on
li
ne
.
3.2.
The
Te
ac
her’s
E
xp
er
tis
e
R
e
s
ul
t
in
T
a
bl
e
2
il
l
us
t
r
a
t
e
s
the
s
t
ud
e
nt
pe
r
c
e
pt
i
on
t
ow
a
r
d
F
r
og
V
L
E
im
pl
em
e
nt
a
ti
on
ba
s
e
d
on
t
he
i
r
t
e
a
c
he
r
’
s
e
xp
e
r
t
i
s
e
in
ha
nd
l
i
n
g
F
r
o
g
V
L
E
.
T
he
pu
r
p
os
e
of
t
hi
s
s
ur
ve
y
is
to
f
i
nd
o
ut
t
he
t
e
a
c
he
r
’
s
s
k
i
l
l
a
nd
e
xp
e
r
t
i
s
e
to
op
e
r
a
t
e
a
nd
m
a
na
ge
t
he
F
r
og
V
L
E
du
r
i
ng
t
he
i
r
t
e
a
c
hi
ng
a
n
d
l
e
a
r
ni
ng
s
e
s
s
i
o
n.
T
a
bl
e
2
.
T
e
a
c
h
e
r
’
s
E
x
pe
r
t
i
s
e
No
Qu
estio
n
s
Ag
ree
1
My
teacher
u
sin
g
a
Frog
VL
E
in
tea
c
h
in
g
8
5
.9%
2
My
in
terest
to
wa
rd
s
learnin
g
h
as
in
cr
eased
wh
en
teache
rs
regu
larl
y
u
se
F
r
o
g
VLE
.
6
6
.1%
3.
Ass
ig
n
m
en
ts
ass
ig
n
ed
by
teachers
h
av
e
in
crea
sed
my
c
o
n
f
i
d
en
ce
lev
el.
6
9
.9%
4
Teac
h
ers
alwa
y
s
e
n
co
u
raged
me
to
a
ccess
th
eir
l
earnin
g
sites
.
6
4
.5%
5
Thro
u
g
h
th
e
Frog
VLE
,
teache
rs
can
in
terac
t
with
me
a
n
d
my
f
riend
s
af
ter
sch
o
o
l
or
at
h
o
m
e.
6
9
.4%
6.
Teac
h
er
co
m
m
e
n
ts
on
my
ass
ig
n
m
en
t
s
in
th
e
Frog
VL
E
h
av
e
in
crea
sed
my
m
o
tiv
atio
n
in
learnin
g
.
6
6
.2%
7
There
a
re
f
ew
teac
h
ers
wh
o
are
not
a
b
le
to
teach
me
on
how
to
u
se
th
e
Frog
VLE
b
e
caus
e
he
or
sh
e
was
not
an
ex
p
ert.
8
.9%
8
My
teachers
seld
o
m
u
sed
Frog
V
LE
in
h
er/his
teachin
g
.
2
1
.4%
9
Mater
i
als
u
p
lo
ad
ed
by
my
t
eacher
ar
e
not
in
terestin
g
at
all.
1
5
.5%
10
Ov
erall,
t
eachin
g
is
m
o
re
ef
f
ectiv
e
to
u
se
Frog
VL
E
co
m
p
ared
to
t
raditio
n
al
class
roo
m
m
eth
o
d
s.
6
5
.8%
66%
of
the
re
sp
on
de
nts
agr
e
ed
that
their
interest
towa
r
ds
le
arn
in
g
has
increase
d
sinc
e
the
te
acher
us
e
fro
g
VLE
.
This
is
due
to
t
e
a
c
hi
ng
a
n
d
l
e
a
r
ni
ng
t
hr
ou
gh
F
r
o
g
V
L
E
us
e
an
i
nt
e
r
a
c
t
i
ve
l
e
a
r
ni
ng
.
T
he
f
un
c
t
i
on
s
of
f
e
r
e
d
in
F
r
o
g
V
L
E
a
l
l
ow
t
he
t
e
a
c
he
r
a
nd
p
u
pi
l
s
to
up
l
oa
d
vi
de
os
,
s
l
i
de
,
a
ud
i
o,
pi
c
t
ur
e
,
s
on
g,
a
ni
m
at
i
on
s
a
nd
so
on.
In
a
d
di
t
i
on
,
t
he
r
e
a
r
e
o
t
he
r
i
nt
e
r
a
c
t
i
ve
f
e
a
t
ur
e
s
s
uc
h
as
a
forum
t
ha
t
a
l
l
ow
s
t
e
a
c
he
r
a
nd
s
t
ud
e
nt
s
i
nt
e
r
a
c
t
s
w
i
t
h
each
ot
he
r
,
q
ui
z
a
nd
a
s
s
i
gnm
e
nt
s
for
t
e
a
c
he
r
s
to
a
s
s
i
gn
t
a
s
ks
to
t
he
pu
pi
l
s
a
nd
m
a
ny
m
or
e
.
69.9%
ag
ree
d
that
the
Assignm
ents
assigne
d
by
te
ache
rs
ha
ve
inc
rease
d
thei
r
co
nfi
de
nce
le
vel
a
nd
the
te
acher
al
ways
enc
oura
ge
s
stud
e
nts
to
acce
ss
their
le
arn
i
ng
sit
e.
69.
4%
ag
ree
d
te
achers
ca
n
inter
act
with
them
after
scho
ol
or
at
ho
m
e
through
the
F
rog
VLE
.
In
add
it
io
n,
te
ache
r
com
m
ents
on
their
assignme
nts
in
the
Fro
g
VL
E
hav
e
i
ncr
ea
se
d
their
m
otivati
on
in
st
ud
y.
66.2%
ag
ree
d
that
te
ache
r
com
m
ents
on
their
assignm
ents
in
the
Frog
VL
E
ha
ve
increa
sed
my
m
ot
ivati
on
in
le
ar
ni
ng.
It
s
hows
t
hat
the
te
ache
r
has
knowle
dge
an
d
sk
il
l
in
us
in
g
f
rog
V
LE.
W
it
hout
knowle
dge
and
s
kill
it
ca
n
be
dif
ficult
f
or
the
te
ac
her
to
us
e
the
F
rog
VLE
.
In
ge
ne
r
a
l
,
t
he
s
t
ud
e
nt
s
w
e
r
e
so
e
a
ge
r
a
nd
p
a
s
s
i
on
a
t
e
to
l
ea
r
n
t
hr
ou
gh
the
F
r
og
V
L
E
as
t
he
y
be
l
i
e
ve
t
ha
t
F
r
og
V
L
E
ha
s
of
f
e
r
e
d
a
d
i
f
f
e
r
e
nt
w
a
y
of
l
e
a
r
ni
ng
c
om
pa
r
e
d
to
t
r
a
di
t
i
on
a
l
l
e
a
r
ni
ng
.
F
ur
t
he
r
m
or
e
,
s
t
ud
e
nt
s
a
l
s
o
a
gr
e
e
d
t
ha
t
l
e
a
r
ni
ng
t
hr
o
u
gh
t
he
F
r
o
g
V
L
E
ha
ve
i
m
pr
ov
e
t
he
i
r
gr
a
de
a
n
d
l
e
a
r
ni
ng
pe
r
f
or
m
a
nc
e
.
3.3.
The
Use
f
ulness
an
d
Ea
se
of
Use
of
the
Appl
ic
at
i
on
The
Usefulnes
s
an
d
Ease
of
Use
of
t
he
Fro
g
V
LE
is
m
eas
ur
e
d
in
te
rm
of
acce
ssibil
it
y,
fu
nctio
nalit
y
and
use
r
fr
ie
ndli
ness
of
t
he
F
r
og
V
LE
from
stud
e
nt
pe
rs
pect
ives.
In
te
rm
of
acc
essibil
it
y,
the
r
esult
in
Ta
ble
3
s
hows
t
hat
59.
9%
of
t
he
re
sp
on
de
nts
ha
ve
agr
ee
d
t
hat
Fr
og
VLE
po
r
ta
l
can
be
acce
ssed
anyt
im
e
and
a
nyw
her
e
wh
e
reb
y
73.
4%
respo
nd
e
nts
has
ag
reed
th
at
the
m
at
erial
in
the
te
achers
’
sit
e
can
be
acce
sse
d
a
nd
dow
nlo
a
ded
at
any
ti
m
e
an
d
w
he
rev
e
r
they
w
ant.
66.
1%
respo
nd
e
nts
w
ere sayi
ng that
int
ern
et
c
onnec
ti
on
fa
ci
li
ti
es i
n
sc
hools a
re rel
at
ively
stable t
o
al
lo
w
them
to
use
Fr
og
V
LE.
H
oweve
r,
the
re
ar
e
39
.
3%
of
the
responde
nts
w
ere
say
ing
that
so
m
et
i
m
es
they
cann
ot
lo
gin
to
the
portal
du
e
to
slow
inter
net
connecti
on.
The
sch
ool
m
anag
em
ent
ha
s
a
respon
si
bili
ty
to
i
m
pr
ove
IC
T
infr
a
struct
ur
e
a
t t
he
sc
hool,
s
o t
hat they ca
n
a
pp
ly
a
nd use t
he
Fro
g
V
LE s
uc
cessf
ully
in
sc
hool.
Evaluation Warning : The document was created with Spire.PDF for Python.
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
IS
S
N:
25
02
-
4752
Th
e eff
ect
iv
ene
ss o
f f
r
og VL
E
impleme
nta
ti
on:
stu
den
ts
’ pe
rsp
ect
iv
e
(
Ro
gaya
h Ab
dul M
ajid
)
385
Table
3
.
Use
ful
ness
a
nd
Ease
of
Use
of
F
r
og
VLE
No
Qu
estio
n
s
Ag
ree
1
The
Frog
V
LE
p
o
r
tal
can
be
ac
cess
ed
an
y
ti
m
e
an
d
an
y
w
h
ere
5
9
.9%
2
The
m
a
terial
in
th
e
teachers’
site
c
an
be
accessed
an
d
d
o
wn
lo
ad
ed
at
an
y
ti
m
e
an
d
wh
e
rever
I
wan
t.
7
3
.4%
3
Internet
co
n
n
ectio
n
f
acilities
in
sch
o
o
ls
are
r
elativ
ely
st
ab
le
to
allo
w
me
to
u
se
Frog
VL
E
6
6
.1%
4
The
f
u
n
ctio
n
s
av
ai
lab
le
in
Frog
VL
E
are
eas
y
to
u
se
an
d
u
n
d
erstand
.
7
0
.1%
5
I
can
in
ter
act
wi
th
teachers
an
d
f
riend
s
q
u
ick
ly
an
d
ef
f
ectiv
ely
th
rou
g
h
th
e
Fo
ru
m
in
F
rog
VL
E.
74%
6.
Thro
u
g
h
th
e
Frog
VLE
,
tex
tb
o
o
k
s
can
be
v
iewed
d
ig
itally
.
5
9
.2%
7
Thro
u
g
h
th
e
Frog
VLE
,
I
was
re
m
in
d
ed
by
Yes
Mail
ab
o
u
t
d
eadl
in
es
to
sub
m
it
ass
ig
n
m
en
ts
or
q
u
izzes
g
iv
en
by
my
teache
r.
6
2
.6%
8
All
sch
o
o
l
activ
itie
s
h
av
e
b
een
an
n
o
u
n
ced
th
rou
g
h
Sch
o
o
l
Dash
b
o
ard
an
d
Calen
d
ar.
7
5
.3%
9
Ov
erall,
th
ef
eatu
re
s
of
Frog
VLE
q
u
it
e
easy
to
u
se.
6
2
.8%
10
So
m
eti
m
e
s
I
cann
o
t
lo
g
in
to
th
e
p
o
rtal
due
to
slo
w
in
ter
n
et
co
n
n
ectiv
ity
3
9
.3%
11.
I
d
id
not
know
som
e
o
th
er
f
eatu
r
es
in
Frog
VLE
.
4
0
.2%
12
I
do
not
lik
e
to
ex
p
lo
re
an
d
u
se
Fo
g
V
LE
3
0
.5%
In
te
rm
of
fun
ct
ion
al
it
y,
70
.
1%
agr
ee
d
that
the
functi
ons
avail
able
in
the
Fr
og
V
LE
are
easy
to
us
e
and
un
der
sta
nd.
74%
a
gr
ee
d
that
they
ca
n
i
nteract
with
te
achers
an
d
fr
ie
nd
s
quic
kly
an
d
e
ff
ect
ively
t
hro
ugh
the
F
orum
in
F
rog
VLE
.
F
urt
her
m
or
e,
thr
ou
gh
the
F
rog
V
LE,
te
xtbooks
can
be
viewe
d
dig
it
al
ly
.
On
t
he
ot
her
hand,
75.3%
of
the
res
ponde
nts
pr
e
ferre
d
to
us
e
sc
hool
da
shbo
a
rd
a
nd
cal
end
a
r
as
a
m
edium
that
a
ll
ow
e
d
them
to
keep
updated
with
al
l
of
the
sc
hool
act
ivit
ie
s.
Howe
ver
,
40
.2
%
of
t
he
re
sp
on
de
nts
ha
ve
al
so
m
entioned
t
hat
they
did
not
know
any
oth
er
featur
e
s
in
Fro
g
VLE
.
This
is
due
to
le
ss
ex
po
s
ure
by
te
achers
or
the
stu
de
nts
w
ho
di
d
not
ta
ke
the
c
halle
nge
to
e
xp
l
or
e
the
portal
or
le
a
rn
ne
w
thi
ngs.
In
te
rm
of
us
e
f
uln
ess
a
nd
eas
e
of
us
e,
70%
of
the
res
pond
ents
fou
nd
it
is
easy
to
use
a
nd
unde
rstan
d.
In
Fro
g
VLE,
r
esp
onde
nts
ha
ve
fou
nd
that
t
her
e
are
f
un
ct
i
on
s
w
hic
h
are
ver
y
us
e
fu
l
a
nd
easy
to
be
use
d
s
uc
h
as
f
orum
,
wh
e
reas
74%
of
them
agr
eed
th
at
thr
ough
the
f
orum
they
ar
e
able
to
inte
r
act
with
te
ac
he
rs
a
nd
fr
ie
nds
qu
ic
kly
and
e
ff
ect
ivel
y.
62.6
%
a
gr
ee
d
thr
ough
the
“
Yes
Mail
fun
c
ti
on
”,
they
will
rem
ind
ed
a
bo
ut
the
dead
li
ne
s
of
t
he
ir
assig
nm
ents
or
quiz
zes
gi
ven
by
my
te
a
cher
s
.
62.8
%
of
the
res
ponde
nts
ag
ree
d
that
overall
of
Fro
g
VLE
f
eat
ur
es
quit
e
e
asy
to
us
e
a
nd
unde
rstan
d.
3.4.
The
E
xiste
nce
Of
Cond
ucive
Le
arnin
g
En
viro
nmen
t
This
sect
io
n
discuss
es
on
stu
den
t
per
ce
ptio
ns
to
wards
t
he
Frog
VLE
im
plem
entat
ion
ba
sed
on
t
he
existe
nce
of
co
nducive
le
ar
nin
g
en
vir
on
m
en
t.
O
ne
of
t
he
m
ajor
facto
rs
to
m
easur
e
how
s
uccess
fu
l
is
t
he
Fro
g
VLE
im
ple
m
e
ntati
on
is
to
m
easur
e
the
facil
it
y
of
fe
red
in
s
chools
to
acc
om
m
od
at
e
the
st
ud
e
nts.
Re
su
lt
in
the
T
able
4
sho
ws
t
hat
68.
2%
of
t
he
r
esp
onde
nts
agree
d
t
hat
th
ei
r
sch
ool
is
f
ul
ly
equ
ip
ped
with
c
om
pu
te
r
facil
it
ie
s
to
en
able
stu
de
nts
t
o
acce
ss
the
Frog
V
LE
a
nd
62.
2%
of
them
al
ways
g
et
t
he
chan
ce
to
use
a
c
om
pu
te
r
t
o
acce
ss
the
F
rog
VLE
.
H
ow
e
ve
r,
26.
2%
of
the
res
pondents
felt
ver
y
disap
poin
te
d
as
so
m
et
i
m
es
they
did
not
get
a
chan
ce
to
lo
g
in
to
the
Frog
VLE
portal
at
ho
m
e.
This
is
du
e
t
o
the
c
ontrol
by
par
e
nts
w
hen
t
hey
try
to
us
e
the
portal
at
ho
m
e.
The
par
e
nts
co
ntro
l
the
ds
tu
den
t
to
ac
cess
to
becaus
e
that
pupils
can
easi
ly
influ
enc
ed
by
the
ne
gative
things
that
ca
n
be
acce
sse
d
t
hro
ugh
Frog
V
L
E
su
c
h
as
unfil
te
red
i
m
ages as
well
as in
decen
t
vide
os
t
hat can
b
e
d
is
play
ed
th
rough Y
ouTu
be
.
Table
4
.
T
he
E
xistence
of
Co
nducive
Lea
rn
i
ng
E
nv
ir
onm
e
nt
No
Qu
estio
n
s
Ag
ree
1
The
sch
o
o
l
is
f
u
lly
eq
u
ip
p
ed
with
co
m
p
u
te
r
f
acilities
to
en
ab
le
stu
d
en
ts
to
access
th
e
F
rog
V
LE
6
8
.2%
2
I
alwa
y
s
g
et
th
e
ch
an
ce
to
u
se
a
co
m
p
u
ter
to
Frog
V
LE
6
2
.2%
3
In
th
e
co
m
p
u
ter
lab
,
th
e
en
v
iron
m
en
t
is
m
o
r
e
co
n
d
u
civ
e
to
car
ry
in
g
out
te
achi
n
g
u
sin
g
Frog
VLE
wh
en
co
m
p
a
red
to
th
e
cl
ass
6
9
.8%
4
The
sch
o
o
l
ad
m
in
istratio
n
h
as
b
een
c
o
n
d
u
ctin
g
a
ca
m
p
a
ig
n
to
in
crea
se
th
e
u
se
Frog
VLE
a
m
o
n
g
stu
d
en
ts.
75%
5
In
ad
d
itio
n
to
th
e
co
m
p
u
ter
lab
,
th
er
e
are
f
ew
p
lac
es
in
s
ch
o
o
ls
th
at
can
be
u
sed
to
access
th
e
Frog
VLE
.
6
0
.5%
6
So
m
eti
m
e
s
I
d
id
not
g
et
an
y
ch
an
ce
to
lo
g
in
to
Frog
VLE
p
o
rtal
.
2
6
.2%
69.8%
of
t
he
res
pondents
belie
ved
that
the
en
vir
onm
e
nt
in
t
he
c
om
pu
te
r
la
bora
tory
is
m
or
e
cond
ucive
to
c
arr
yi
ng
out
te
a
chin
g
us
in
g
the
Frog
VL
E
c
om
par
ed
to
the
cl
assroom
.
This
is
beca
us
e
c
om
pu
te
r
la
borator
y
has
been
e
quipte
d
with
ICT
facil
it
ie
s
su
ch
as
a
des
ktop
with
i
nter
net
co
nn
ec
ti
on
,
LC
D
project
or
and
al
so
WIFI
co
nn
ect
io
n
w
hich
is
not
a
va
ia
la
ble
in
the
c
la
ssroom
.
Be
sides
c
om
pu
te
r
l
aborato
ry,
60.
5%
of
the
res
ponde
nts
sai
d
that
the
y
can
acce
ss
to
the
Frog
VL
E
at
the
li
br
a
r
y.
In
a
ddit
ion,
cam
paign
has
bee
n
orga
nized
by
t
he
sc
hool
m
anag
em
ent
in
ord
er
to
create
aw
aren
es
s
am
on
g
stu
den
t
an
d
75%
of
t
he
res
pond
e
nts
agr
ee
d
t
hat
the
ca
m
paign
has
increase
the
us
e
of
the
Fro
g
V
LE
am
on
g
stu
de
nts.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2502
-
4752
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
,
Vo
l.
14
, N
o.
1
,
A
pr
il
2019
:
381
–
387
386
3.5.
The
E
ff
ec
tivenes
s
Of
Fr
og
VLE
To
I
mpro
ve
The
L
earnin
g
Per
formance
Table
5
il
lustr
at
es
the
resu
lt
of
st
ud
e
nt
pe
rc
eptions
towa
r
ds
the
Frog
VL
E
i
m
ple
m
entation
based
on
the
ef
fecti
ve
ne
ss
of
the
F
rog
VLE
to
im
pr
ov
e
le
arn
i
ng
pe
rfor
m
ance.
Table
5
.
T
he
E
ff
ect
ive
ness
of
Fr
og
VL
E
to
I
m
pr
ov
e
Lea
r
nin
g
Pe
rfor
m
ace
No
Qu
estio
n
s
Ag
ree
1
W
h
en
teachers
star
t
u
sin
g
Frog
VLE
in
teachin
g
th
e
m
,
I
h
av
e
in
crea
sed
th
e
lev
el
of
u
n
d
erstandin
g
.
6
7
.7%
2
My
revis
io
n
activ
it
ies
at
h
o
m
e
b
eco
m
e
m
o
re
attr
activ
e
t
h
rou
g
h
th
e
Frog
VLE
.
6
8
.4%
3
Thro
u
g
h
v
id
eo
an
d
slid
es
u
p
lo
ad
ed
by
tea
ch
ers
in
th
eir
l
earnin
g
sites
,
th
e
c
o
n
ten
t
can
be
u
n
d
e
rsto
o
d
m
o
re
e
asily
.
7
5
.7%
4
Af
ter
learnin
g
v
ia
VLE
Frog
,
my
g
ra
d
es
h
av
e
i
m
p
rov
ed
6
0
.5%
5
Lear
n
in
g
th
rou
g
h
Frog
VLE
h
as
b
o
o
sted
my
co
n
f
id
en
c
e
to
su
cceed
7
3
.4%
6
Ov
erall,
my
a
cade
m
i
c
p
erfo
r
m
an
ce
is
b
etter.
7
3
.3%
7
I
b
eliev
e
I
can
be
b
etter,
if
learnin
g
v
ia
VL
E
F
rog
co
n
tin
u
ed
.
7
9
.2%
8
I
d
id
not
b
eliev
e
th
at
Frog
VL
E
c
an
i
m
p
rov
e
my
g
r
ad
e
an
d
learnin
g
p
erfo
rm
a
n
ce.
1
3
.7%
9
I
th
in
k
th
at
teachin
g
an
d
learnin
g
th
rou
g
h
Frog
VLE
is
j
u
st
wastin
g
my
ti
m
e
9
.5%
The
res
ult
in
Table
5
s
hows
that
67
.
7%
of
the
respo
nd
e
nt
s
agr
eed
t
hat
le
arn
i
ng
th
r
ough
Fro
g
VLE
has
inc
rease
d
the
le
vel
of
t
heir
un
der
sta
ndin
g.
68.4
%
of
the
res
pond
ents
m
entioned
that
their
re
visio
n
act
ivit
ie
s
at
ho
m
e
beco
m
e
mo
re
at
tract
ive
and
i
nteresti
ng
wh
e
n
they
sta
rted
us
in
g
Fro
g
VL
E.
In
a
ddit
ion,
75.7
%
of
the
respo
nd
e
nts
found
t
hat
the
c
on
te
nt
can
be
unde
rstood
m
or
e
easi
ly
thr
ough
vi
deo
a
nd
sli
des
up
l
oad
e
d
by
te
achers
in
their
le
arn
in
g
sit
es.
This
is
due
to
the
stu
den
t
like
to
ex
plore
in
order
to
get
a
bette
r
unde
rstan
ding
of
any
i
nfor
m
at
ion
th
at
they
wa
nt
to
know.
They
will
se
arch
f
or
the
inf
or
m
at
ion
s
thr
ough
YouT
ube,
vid
e
o,
sli
des
a
nd
ot
her
s
.
Fu
rt
her
m
or
e,
60.
5%
of
the
res
pondents
fou
nd
that
their
gr
a
de
has
bee
n
im
pro
ved
a
fter
th
ey
le
arn
via
Fr
og
V
LE
an
d
73.
4%
agr
e
ed
that
their
academ
ic
per
f
or
m
ance
is
bette
r
since
the
us
e
the
Fr
og
VLE.
More
ov
e
r,
79.
2%
of
them
agr
eed
that
they
can
be
bette
r,
if
le
arn
i
ng
via
VLE
F
rog
co
nt
inu
ed
.
F
ur
the
r
m
or
e,
86.3%
belie
ve
that
Fr
og
V
L
E
can
im
pr
ov
e
their
grade
a
nd
le
arn
i
ng
pe
rfor
m
ance.
H
owever,
only
13.
7%
of
respo
nd
e
nts
di
d
not
belie
ve
t
hat
Frog
VLE
can
im
pr
ov
e
t
heir
gra
de
an
d
le
arn
in
g
pe
rfo
rm
ance.
In
a
ddit
ion
,
90.54%
of
the
respo
nd
e
nts
al
s
o
den
ie
d
that
te
achin
g
a
nd
le
ar
ning
th
r
ough
F
rog
VLE
is
just
wasti
ng
my
tim
e.
4.
CONCL
US
I
O
N
This
pa
pe
r
has
pr
ese
nted
the
eff
ective
n
ess
of
the
Frog
VLE
i
m
ple
m
ent
at
ion
f
rom
student
s’
per
spec
t
ive
s.
This
pape
r
has
high
l
ight
ed
th
at
t
he
Fr
og
VLE
im
ple
m
entat
ion
is
i
m
po
rtanc
e
to
pro
vid
e
t
eachin
g
an
d
l
earn
i
ng
exp
e
rience
to
the
te
ache
rs
an
d
stu
den
ts
wh
i
le
enh
a
ncin
g
the
te
achin
g
a
nd
le
arn
i
ng
pro
cess.
The
five
factors
that
i
nf
l
ue
nc
e
t
he
F
r
og
V
L
E
im
pl
em
e
nt
at
i
on
e
f
f
e
c
t
i
ve
ne
s
s
ha
s
be
e
n
i
de
nt
i
f
i
e
d.
T
he
s
t
ud
e
nt
s
’
pe
r
c
e
pt
i
on
t
ow
a
r
ds
t
he
F
r
og
V
L
E
i
m
pl
em
e
nt
at
i
on
e
f
f
e
c
t
i
ve
ne
s
s
s
ho
w
e
d
t
ha
t
t
he
f
a
c
t
or
s
s
uc
h
as
t
he
na
t
ur
e
of
s
t
u
d
e
nt
s
e
l
f
,
t
he
t
e
a
c
he
r
e
xp
e
r
t
i
s
e
,
t
he
us
e
f
ul
ne
s
s
a
n
d
e
a
s
e
of
us
e
of
t
he
a
pp
l
i
c
a
t
i
on
,
a
nd
t
he
e
xi
s
t
en
c
e
of
t
he
c
on
du
c
i
v
e
e
nv
i
r
o
nm
e
nt
ga
ve
a
bi
g
im
pa
c
t
to
t
he
im
pl
em
e
nt
at
i
on
of
t
he
F
r
og
V
L
E
.
T
he
F
r
o
g
V
L
E
i
m
pl
em
e
nt
a
ti
on
ba
s
e
d
on
t
he
na
t
ur
e
of
s
t
ud
e
nt
s
e
l
f
a
nd
t
he
t
e
ac
he
r
e
xp
e
r
t
i
s
e
ne
e
ds
to
be
im
pr
ov
e
d
in
o
r
de
r
to
i
nc
r
e
a
s
e
t
he
e
f
f
e
c
t
i
ve
ne
s
s
of
t
he
a
p
pl
i
c
a
t
i
on
a
n
d
c
om
pe
t
en
c
y
of
t
he
t
e
a
c
he
r
s
.
In
a
dd
it
io
n,
facil
it
ie
s
an
d
i
nfrastr
ucture
of
t
he
ICT
equ
i
pm
ent
need
to
be
im
pro
ved
in
ord
e
r
to
i
nc
r
e
a
s
e
t
he
e
f
f
e
c
t
i
ve
ne
s
s
of
t
he
F
r
o
g
V
L
E
im
pl
em
e
nt
a
ti
on
in
s
c
ho
ol
.
T
he
r
e
f
or
e
,
t
he
s
c
h
oo
l
m
a
na
ge
m
e
nt
pl
a
y
s
an
im
po
r
t
a
nc
e
r
ol
e
to
e
qu
i
pt
t
he
s
c
ho
ol
w
i
t
h
a
go
o
d
i
nf
r
a
s
t
r
uc
t
ur
e
a
nd
f
a
c
i
l
ti
e
s
in
or
de
r
i
m
pl
em
e
nt
t
he
F
r
o
g
V
L
E
e
f
f
i
e
nt
l
y
a
nd
s
u
c
c
e
s
s
f
ul
l
y
.
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