An exploration of postgraduate lecturers’ reflections on the use of Moodle in teaching business studies at the University of KwaZulu-Natal, South Africa.

Abstract

This dissertation presents a qualitative action research study of four lecturers reflecting on their teaching of Business Studies modules using the Moodle learning management system at a university of KwaZulu-Natal. This study employed a critical methodological paradigm. The main purpose of undertaking this study was to explore the lecturers’ reflections when teaching Business Studies modules. Consequently, reflective activity, artifacts and one-on-one semi-structured interviews were employed to generate data. The study used non-probability sampling methods, comprising purposive and convenient sampling. Four accessible lecturers with relevant experience and expertise in teaching Business Studies were selected. The study used deductive and inductive processes in identifying ten themes. The findings indicated that lecturers were driven individual, community and expert reflections. Lecturers’ use of Moodle is predominantly dictated by community reflections. Lecturers could not state the guidance and training they had been given by the university on Moodle. Although there is a policy in place, some lecturers are non-compliant with such, in that they do not use Moodle for incorporating all reflections when teaching their modules. This study recommends that the university amend and reinforce the existing policy to ensure compliance by all lecturers.