Abstract—Virtual learning environments (VLEs) are the
basic components of contemporary distance learning, but can
also be integrated with a physical learning environment which
may be referred to as blended learning. The success of a VLEs
implementation depends to a considerable extent on student
acceptance and use of such an e-learning system. Therefore, the
aim of this study is to determine the relationship among domains
of learning (cognitive, psychomotor and affective) of the
student’s in the implementation of VLEs in Higher Learning
institutions. Through the purposive sampling techniques,
questionnaires were distributed to 113 academic scholars in
higher learning institutions (HLI) from various academic
qualification, expertise and experiences. All hypothesis tested
were significant. However, results of the correlation coefficient
(r) values < 0.4 verifies that a weak positive relationship exists
among all the domains of learning. Findings reveal that all the
cognitive, psychomotor and affective skill influence each other.
Through the findings, HLI practitioners and technologist could
consider the ease use for VLEs in order to encourage the
cognitive, psychomotor and affective skill development.
Index Terms—Virtual learning environment, cognitive, psychomotor, affective, correlation coefficient, higher learning institutions.
Nik Zulkarnaen Khidzir and Khairul Azhar Mat Daud are with the Faculty of Creative Technology and Heritage, Universiti Malaysia Kelantan, Malaysia (e-mail: email@example.com).
Mohd Asrul Hery Ibrahim is with the Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan, Malaysia (e-mail: firstname.lastname@example.org).
Cite: Nik Zulkarnaen Khidzir, Khairul Azhar Mat Daud, and Mohd Asrul Hery Ibrahim, "The Relationship among Student’s Domain of Learning Development Implementing Virtual Learning in Higher Learning Institutions," International Journal of Information and Education Technology vol. 6, no. 6, pp. 418-422, 2016.