Undergraduate Students’ Perceptions of the Use of Moodle Learning Management System in Usmanu Danfodoyo University, Sokoto (original) (raw)
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International Journal of Advanced Science and Technology , 2020
Today, university students have become so much inclined with technology with a majority of them having personal computers at their disposal. In sub-Saharan Africa and Ghana particularly, emerging evidence has suggested a broad range of circumstances surrounding the use of a learning management system in improving teaching and learning. The purpose of the study was to examine how effectively the learning management system is being utilized by Ghanaian university students, particularly at Kings University College, Accra. The survey research design was used for the study. Using questionnaires, data were collected from 178 undergraduate students in finding out their awareness, challenges and future use of the MOODLE LMS. The analysis of data revealed the channel of awareness of the MOODLE LMS was very low (M=1.34, SD=0.44). Again, the students were experiencing challenges such as poor internet
2022
ABSTRACT Most universities in Cameroon face many educational problems and obstacles that technology can help to overcome. An open-source, such as Moodle e-learning platform, has been implemented at many Cameroonian universities. Moodle could be used as an aid to deliver e-content and to provide various possibilities for implementing asynchronous eLearning web-based modules. The study examines the influence of interactive features of Moodle to increase the motivation of the students for the learning process. The intrinsic and extrinsic features of Moodle learning management system and how these features motivate students to use an e-learning portal, which subsequently influences their perceived learning effectiveness and academic performance are examined. The theoretical underpinning of motivation theory, self-determination theory (SDT), and cognitive evaluation theory (CET) are used to guide this study. To achieve this, a mixed-method research method approach was designed to address the corresponding research objectives. A non-probability sampling technique was used with a sample size of 380 respondents drawn from selected universities in the Center region that are have been using Moodle learning management platform for more than 3 years. Semi-structured questionnaires and focused group discussions were used to source relevant data required for the study. The quantitative data were collected and analyzed using multilevel analyses by employing statistical packages such as SPSS version 25 and AMOS version 24. Focus Group Discussions (FGD) were used to collect qualitative data, which was then analyzed using grounded theory. The results from the inferential analysis revealed that Assignment Modules features (AMF) and Student’ Motivation (SM) has a positive significant effect on the perceived learning effectiveness of using Moodle, whereas, Communication Module Features have a negative significant statistical effect on the perceived learning effectiveness of using the Moodle. Results of the qualitative research method using grounded theory show that most of the remarkable challenges that students face when using the Moodle platform emanate from poor internet connectivity, power outage, and finance issues. Given the importance of Moodle and other LMS in terms of Online and teaching implementations in higher education institutions in Cameroon, it is recommended that the university administration should invest in ensuring that the students and academics are properly trained on how to use all functions of MOODLE so they can understand how beneficial MOODLE is for them. Keywords: Learning Management Systems, Moodle, Students Motivation, Learning effectiveness, higher institutions of learning.
3rd International Conference on Library & Information Management (ICLIM) 2019 , 2019
The purpose of this research is to analyze acceptance and usage of Moodle Learning Management System (LMS) amongst academics in a selected public university. 71 academics were responded from four faculties i.e. Social Sciences, Humanities, Commerce & Management Studies, and Computing and Technology in the University of Kelaniya. The printed questionnaires as well as online questionnaires were distributed among the lectures. The findings reveal that a gap between high acceptance and low actual usage. Technology Acceptance Model (TAM) was the framework used for this study. Finding of this research revealed the hypotheses such as academics' attitude towards using LMS is influenced by the perceived usefulness. Academics' behavioral intention to use LMS is influenced by their attitude towards using LMS. Academics' acceptance of learning management system is high in University of Kelaniya. The data revealed that the academics use the LMS more for 'assignment'. Some activities such as Mootyper, SCORM package, Workshop, Wiki, Survey, Choice and Glossary should be more utilized. The URL was the most used Moodle resource and the least resource was IMS content package. So IMS content package, label should be more utilized and need to conduct proper trainings to get a successful engagement in Moodle LMS.
Usage of Learning Management System (Moodle) among Postgraduate Students: UTAUT Model
Asian Social Science, 2014
The application of a learning management system (LMS) Moodle is learning and teaching platform in Universiti Utara Malaysia. To examine the level of acceptance of this technology, the UTAUT (Unified theory of acceptance and use of technology) Model is used to infer individual students' technology acceptance by explaining the variants in Behavior Intention (BI). This study is conducted on 65 postgraduate students pursuing their study at UUM. The students are all studying the same course and they are exposed to the application of LMS known as 'Moodle UUM Learning Zone'. A set of questionnaire, in the UTAUT Model which is developed by Venkatesh et al. (2003), is used to collect data which is then descriptively analyzed by using IBM SPSS Statistics Version 20 and SmartPLS 2.0. The findings of the study found that Performance Expectancy (PE) (β=0.418, p<0.01), Social Influence (SI) (β=0.238, p<0.01) and Facilitating Conditions (FC) (β=0.120, p<0.01) have positive influence towards 'Behavioral Intention' (BI). The value R 2 = 0.520 showed that 52.0% of the variants in the application of Learning zone can be explained by Behavioral Intention (BI). Consequently, the result related to moderator influence in terms of gender showed that all the four UTAUT Model constructs failed to reject HO5. The results also showed that moderator influence in terms of gender with PE, EE, SI and FC does not have significant positive influence towards BI. The findings of this study which are hoped to help encourage instructors and students to use this technology in their learning and teaching processes, have proven that LMS 'Moodle' is beneficial and effective for learning and teaching processes.
Factors Affecting University Students' Use of Moodle
International Journal of Information and Communication Technology Education, 2017
Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate o...
Performance of Learning Management System Moodle design in a Nigerian Higher Education Institution
2020
This paper presents three different model to evaluate the concept of learning management system (LMS), more specifically Moodle web learning and course management across Higher Education Institutions throughout Sub-Saharan nations by adopting two different models: 1) DeLone and McLean information system success model; and unified theory of acceptance and use of technology (UTAUT) model in various schools throughout the African country of Nigeria. This secondary research explains the scope, potential, impact and challenges of adopting Moodle in Nigeria using the aforementioned models to find out ways of increasing the meaningful adoption of LMS in higher education. In addition, these studies underscore the myriad challenges that impede adoption of LMS n Nigeria's higher education, such as high tariffs of internet, poor power supply, lack of technological infrastructure and skills, and the reluctancy in adopting to new changes.
Factors Influencing Student Satisfaction Towards Using Learning Management System Moodle
International Journal of Information and Communication Technology Education, 2021
Higher education institutions are increasingly adopting leaning management systems (LMS) as a complementary tool in improving learning systems. The purpose of this study is explore the factors influencing students' satisfaction in Palestine Technical University-Khadoury (PTUK) in Palestine toward using the learning management system (Moodle). Six potential factors were used including perceived ease of use, perceived usefulness, information quality, system quality, service quality, and computer self-efficacy. Surveying strategy was used to collect the required data; 372 questionnaires were analyzed using simple and multiple regression. The findings revealed that all the examined predictors had significant influence on students' satisfaction toward using LMS. These findings enrich the previous literature with input towards adopting learning management systems in higher education institutions. The authors recommended that the LMS at PTUK should be integrated with social media p...
Factors Affecting University Students' Use of Moodle: An Empirical Study Based on TAM
2017
Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.
THE ADOPTION AND USE OF MOODLE LEARNING MANAGEMENT SYSTEM IN HIGHER INSTITUTIONS OF LEARNING: A SYSTEMATIC LITERATURE REVIEW, 2020
Purpose: This study had as purpose to examine the factors influencing instructors and students use of the Moodle Platform in teaching online courses in the ICT University, then the theories used in the use and adoption of Moodle platform. Methodology: The article focuses on the systematic review of empirical studies in the use and adoption of Moodle Learning Management System (MLMS) in higher institutions. The authors examined 58 publications on the subject from 2010 to 2019, making critical analysis of theories adopted in the study, the research approach, adoption factors, barriers, constructs used and research context. Findings: Findings from the literature review shown that technological factors, social factors, human factors and reinforcement factors affect the adoption and use of moodle platform. Most publications on this subject are reported using the quantitative research approach. Only a few studies have gained the attention of qualitative approach. Among the technology acceptance models used in the studies, TAM has gained more attention than any other has. The systematic review of literature has brought to the understand that institutes of higher learning in developed as well as developing countries are making remarkable progress in the Moodle Learning Management System (MLMS) as distance-learning tool for knowledge disseminate and acquisition. This practice however, has received more attention in the developed than in the developing countries. The outbreak of CCOVID-19 led to the promotion of social distancing. Institutions of higher learning can only become sustainable in the present dispensation if they promote the use of distance learning tools such as MLSM. Keywords: Learning Management System, Moodle platform, Technology adoption, Systematic review
An analysis of factors affecting students´ perceptions of learning outcomes with Moodle
Journal of Further and Higher Education, 2019
Learning Management Systems (LMSs) have a strong effect on the teaching-learning process in higher education. However, specific research on the factors that affect students´satisfaction and their perceptions of learning outcomes derived from Moodle use is still scarce. Therefore, this study uses the theoretical underpinnings of the Technology Acceptance Model and the Information Systems Success model to contribute to the existing literature in two respects, focusing on the Moodle usage context. First, it analyses the relative impact of preacceptance and other e-learning quality-related variables as predictors of students´satisfaction. Second, it investigates whether communicativeness and students' satisfaction are both determining factors of studentsṕ erceived learning outcomes. The proposed relationships were tested with a partial least squares (PLS) regression technique, using survey data from 151 undergraduate business students at University of Cantabria (Spain). The findings reveal that information quality is the most relevant predictor of students´satisfaction, while satisfaction is the most relevant determining factor of perceived learning outcomes. Moreover, the effect of communicativeness on perceived learning outcomes could be very dependent on the educational context, e.g. blended versus virtual learning. These findings can help instructors to implement Moodle efficiently, and suggest the need to develop friendly courses with up-to-date and structured learning materials.