E-Learning journeys using Moodle at a private higher education institution in South Africa.

Abstract

E-learning tools and Learning Management Systems (LMSs), such as Moodie, have been in existence for decades. However, there has been an accelerated use of such platforms due to the COVID-19 pandemic. Countries all over the world underwent hard lockdowns that limited face-to-face contact in everyday aspects of our lives. Higher Education Providers responded to ensure that education was accessible via online platforms to allow students to continue their studies during the pandemic. Thus, LMSs were not merely used for uploading or downloading content, but for completing online courses, including assignments, examinations and lectures. Using an LMS became the only means of survival for many educational intuitions during the COVID-19 pandemic. This study explores these aspects from a student and lecturer perspective during COVID-19, using constructs from the Technological Pedagogical and Content Knowledge (TPACK) framework and Unified Theory of Use and Acceptance of Technology (UTAUT-3) theory. The aim of the study was: To understand the experiences of lecturers and students using Moodie for e-learning in a learning journey at a Private Distance Higher Education Institution in a COVID-19 environment. This study is based on the pragmatist paradigm, this methodology was deemed appropriate for this study as the study uses a mixed methodology for collecting and analysing qualitative and quantitative data. This study captures the experiences of lecturers and students using interviews as well as questionnaires. This study was conducted at a Private Distance Higher Education Institution and the sample population were students and lecturers who are part of the MBA programme. The final result of the research revealed that despite initial adaptation challenges in Moodie, lecturers performed as expected and were able to complete their job function during COVID-19 as the platform was accessible and user-friendly. The research further revealed, despite classes moving online, most of the lecturers did not change their teaching methods and that engagement during online sessions was limited. Regarding students, the results revealed that despite having initial adaptation challenges students found the system to be user friendly, pleasurable and beneficial. Students were already equipped for e-learning as they were already using Moodie prior to the pandemic, the research further revealed that students incurred a cost saving as they did not need to travel to lecture venues, the library or examination venues whilst using Moodie as a tool for e-learning. Some of the recommendations arising from the findings of the study for both students and lecturers included upgrading internet packages and making preparation for loadshedding to ensure that studies are not interrupted. Recommendations for the institution included improved communication with both students and lecturers regarding training and support available to maximise the benefits of online engagement and online teaching methodologies.