The Teachers’ Level of Use of E-learning Implementation by using Concept Based Adoption Model (CBAM) Framework

Abstract

The purposes of this study were to find the teachers’ level of use in implementation e-learning in teaching English through Concern Based Adoption Model (CBAM). The design of this study was a qualitative case study that aimed to interpret the phenomenon that happened about the teachers’ level of use in implementing e-learning in teaching English through CBAM. To fulfil the purpose of the study, data was collected using a method, a levels of use (LoU) focused an interview. Results from the data collection exercise were analyzed and categorized using the LoU behavioural categories and decision points. The researcher found that two teachers were experiencing “routine use” in implementing e-learning in teaching English. According to those processes they faced three factors in implementing e-learning; have not made any changes; and a lack of external collaboration with other teachers using the Programme. The problems faced by teachers in implementing e-learning in teaching English (the students are not with a proper gadget, poor network connection, and do not have internet quota to cover the progressive online class needs). A thorough understanding of LoU can aid the change process and enable change to measure the extent of implementation within the school so that suitable interventions can be created to facilitate sustained and widespread integrated use of E-Learning by teachers.