Abstract

Educational technology has played an important role in the innovation of education, providing lecturers with more options and flexibility in their teaching practices. Although there is an increasing use of online learning, there is limited discussion of how students perceive and react to the element of e-learning. The purpose of this study is to measure preservice teachers’ perceptions toward MOODLE Courseware. This study gives attention to the variables of Internet access and students’ experience with the Internet to find whether these variables are significant factors in preservice teachers’ perceptions toward MOODLE Courseware. The subjects of this study were 95 students who were enrolled in an undergraduate Mathematical Methods course. In addition to descriptive analyses, two separate Analyses of Variance (one-way ANOVA) were conducted to answer the research questions in this study. The results of ANOVA showed no significant differences between low, moderate and high access group. However, significant differences were found between years of experience in using the Internet. Overall, preservice teachers had positive perceptions toward Web-based MOODLE Courseware. The findings are discussed and recommendations are made based on the results of this study.