Discussion
Aikina, Tatiana Yurievna and Bolsunovskaya, Liudmila Mikhailovna (2020) Moodle-Based Learning: Motivating and Demotivating Factors. International Journal of Emerging Technologies in Learning (iJET), 15 (02). pp. 239-248.
Full text not available from this repository.Abstract
Over the past 10 years, a lot of universities worldwide have designed different online courses available to their students. The emergence of online courses makes Higher Education a more flexible and elastic concept. The present paper documents a qualitative study that examines motivating and demotivating factors in using Moodle for English language learning in higher schools. The survey encompasses data collected from 137 students and 20 teachers in a higher technical school (Russia) with a focus on students� and teachers� perception of Moodle-based learning. Analysis of the obtained data reveals a set of factors concerning pedagogical, technical, management approaches towards Moodle implementation. The results suggest further development of positive experiences and minimizing demotivating factors in online learning environment.
| Item Type: | Article |
|---|---|
| Additional Information: | This study used a survey with a combination of open and closed questions to ask 137 undergraduate students and 20 instructors in engineering degrees at National Research Tomsk Polytechnic University, Russia. Students appreciate the opportunity to gain additional points toward their final grade (attestation) outside the classroom, using mobile and laptop access. Feedback received from teachers was also a strong motivation. Collaborative learning was a relatively weak motivating factor.Conversely, technical problems with the platform were cited by 82% of learners, constituting the most substantial demotivating factor. Results of questions about the perceived increase in workload imposed in courses using Moodle were mixed, but most students did not perceive the workload as a demotivator.Teaching staff appreciated the ability to provide automated checks of learning and to distribute additional learning materials. They also highlighted the ability to set individual assignments, and placed a higher value on collaboration than students did. Teachers appreciated the ability to monitor student study behavior. However, teachers also cited technical issues and additional workload as demotivators to using Moodle, and expressed concerns about plagiarism and correctly identifying learners.The authors point to a need for increased technical support and instruction for teachers. They also suggest engaging students in "the discussion of rules for teacher-student and student-student collaboration in Moodle." |
| Uncontrolled Keywords: | Moodle, e-learning, collaborative learning, English language learning, innovative approach, qualitative |
| Subjects: | Education (General) > Higher education Educational technology > Adoption of educational technology |
| Depositing User: | Elizabeth Dalton |
| Date Deposited: | 02 Mar 2020 00:03 |
| Last Modified: | 02 Mar 2020 00:03 |
| URI: | http://research.moodle.org/id/eprint/483 |
Actions (login required)
 |
View Item |
