Selecting and Evaluating a Learning Management System (original) (raw)
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In this paper we analyse the effect of using the Moodle platform as a learning management system to support a blended learning in-service course for secondary school mathematics teachers in South Africa. First we describe briefly the background necessitating the in-service programme for maths teachers and then sketch out the theoretical frameworks that informed the blended learning course design. The views of 71 teachers who participated in the course were solicited using a questionnaire to determine the extent to which the Moodle platform complemented the face-to-face contact sessions, hard copy course material and Interactive Telematic Education (ITE) broadcast sessions which were combined to come up with a unique blended learning model. The survey results indicated that although the Moodle platform had some limitations it facilitated synchronous discussions on designated days and asynchronous discussions between students and lecturers. Both the student-tostudent and the lecturer-student interactions were of academic value and helped to reduce the barriers of physical and temporal separations. A major limitation in the integration of Moodle was the limited accessibility of the Internet to some of the learners. Some learners had to travel to gain access to the internet at internet cafes, experienced very slow internet, or simply could not afford the exorbitant costs or gave up participation. Recommendations are made for the improvement of the ICT infrastructure and connectivity to schools and remote parts of the country, lowering of internet tariffs and mobile gadget costs so that remotely located teachers can be reached and supported speedily by university in-service programmes such as the ACE. Lessons learnt from this study can inform the design of future programmes offered in blended learning format