Exploring ESL Teachers’ Acceptance of the use of CIDS in Enhancing the Professional Learning Community
Globalisation demands students to be competitive. Hence, teachers now bear the responsibilities of ensuring that their students can compete in the challenging world through the implementation of 21st Century learning pedagogy and Higher Order Thinking Skills (HOTS). Therefore, teachers are required to work collaboratively to help each other in the betterment of their teaching quality through professional learning communities. There are setbacks when it involves people working as a team, so the Collaborative Instructional Design System (CIDS) is designed. This study aims to explore English Language teachers’ acceptance of the use of Collaborative Instructional Design System (CIDS): The ASIE Model as a platform to enhance professional learning community (PLC) in schools. This study used a qualitative design using semi-structured interview questions based on the Technology Acceptance Model (TAM) to investigate the ESL teachers’ acceptance of the use of CIDS in enhancing the professional learning community. Findings showed that two major factors affecting the use of CIDS: The ASIE Model as a platform to conduct PLC in schools are teachers’ preference for traditional PLC and teachers’ attitude towards technology. Teachers’ reluctance in learning how to use the system resulted in the failure to enhance PLC in schools using technology. A policy should be implemented to encourage the initiatives of teachers in embracing technology.
Keywords - Collaborative Instructional Design (CIDS), ASIE Model, the Professional Learning Community (PLC), Professional Learning Networks & Technology Acceptance Model (TAM)