Enhancing Educational Outcomes through the Integration of Virtual Learning Environment.
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| Title: | Enhancing Educational Outcomes through the Integration of Virtual Learning Environment. |
|---|---|
| Authors: | Alwaalan, Anwar1 anwar.alwalan@ku.edu.kw, Manuel, Paul1 |
| Source: | International Journal of Emerging Technologies in Learning. 2026, Vol. 21 Issue 1, p35-42. 8p. |
| Subject Terms: | *Educational outcomes, *Classroom environment, *Cognitive development, *Blended learning, *Attention, *Virtual classrooms, Test reliability |
| Abstract: | This study examines how classroom learning environments (CLE), electronic learning environments (ELE), and virtual learning environments (VLE) compare in supporting Kuwait’s evolving education system. A quantitative comparative design surveyed 200 stakeholders (students, instructors, administrators, and parents) with a bilingual, six-dimension instrument (value, engagement, knowledge, psychomotor, attitudes, and assessment) analyzed through descriptive statistics and paired-samples t-tests. Findings show VLEs significantly enhanced knowledge acquisition (t(111) = 11.11, p < .001; +13.02) and were rated higher in overall value (38% vs. CLE’s 24%). CLE, however, was superior for attitude building (t(111) = −20.71, p < .001; −17.62) and slightly for psychomotor skills (t(111) = −2.22, p = .028; −1.54). Engagement remained stronger in CLE overall, though VLEs demonstrated clear gains in learner-content and instructor interaction. Assessment was viewed as more reliable in CLE (47% vs. VLE 40%). ELE consistently underperformed across dimensions. These results suggest that while VLEs cannot fully replace the strengths of CLE in shaping attitudes and skills, they provide clear advantages in knowledge retention and perceived value. A blended model that leverages VLE innovations while retaining CLE’s interpersonal and practical benefits appears to be the most effective path for Kuwait’s educational reform. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191023893 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing Educational Outcomes through the Integration of Virtual Learning Environment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alwaalan%2C+Anwar%22">Alwaalan, Anwar</searchLink><relatesTo>1</relatesTo><i> anwar.alwalan@ku.edu.kw</i><br /><searchLink fieldCode="AR" term="%22Manuel%2C+Paul%22">Manuel, Paul</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Emerging+Technologies+in+Learning%22">International Journal of Emerging Technologies in Learning</searchLink>. 2026, Vol. 21 Issue 1, p35-42. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Test+reliability%22">Test reliability</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines how classroom learning environments (CLE), electronic learning environments (ELE), and virtual learning environments (VLE) compare in supporting Kuwait’s evolving education system. A quantitative comparative design surveyed 200 stakeholders (students, instructors, administrators, and parents) with a bilingual, six-dimension instrument (value, engagement, knowledge, psychomotor, attitudes, and assessment) analyzed through descriptive statistics and paired-samples t-tests. Findings show VLEs significantly enhanced knowledge acquisition (t(111) = 11.11, p < .001; +13.02) and were rated higher in overall value (38% vs. CLE’s 24%). CLE, however, was superior for attitude building (t(111) = −20.71, p < .001; −17.62) and slightly for psychomotor skills (t(111) = −2.22, p = .028; −1.54). Engagement remained stronger in CLE overall, though VLEs demonstrated clear gains in learner-content and instructor interaction. Assessment was viewed as more reliable in CLE (47% vs. VLE 40%). ELE consistently underperformed across dimensions. These results suggest that while VLEs cannot fully replace the strengths of CLE in shaping attitudes and skills, they provide clear advantages in knowledge retention and perceived value. A blended model that leverages VLE innovations while retaining CLE’s interpersonal and practical benefits appears to be the most effective path for Kuwait’s educational reform. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191023893 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3991/ijet.v21i01.59363 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 35 Subjects: – SubjectFull: Educational outcomes Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Attention Type: general – SubjectFull: Virtual classrooms Type: general – SubjectFull: Test reliability Type: general Titles: – TitleFull: Enhancing Educational Outcomes through the Integration of Virtual Learning Environment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alwaalan, Anwar – PersonEntity: Name: NameFull: Manuel, Paul IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 18630383 Numbering: – Type: volume Value: 21 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Emerging Technologies in Learning Type: main |
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