Running head: MOODLE: A KEY TO EFFECTIVE INSTRUCTION
Moodle: A Key to Effective Instruction
Zawan Al-Belushi
Sultan Qaboos University
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Moodle: A Key to Effective Instruction
Abstract
In these times of knowledge globalization, E-learning has become extraordinarily
popular within the field of Education. The past few years have seen a noticeable
increase in research around online learning and the use of educational technology.
This growth has driven change in many aspects of teaching and learning: course
design, delivery methods, teacher–student interaction, and assessment. This paper
presents a theoretical review of literature on the use of Moodle as a course
management system which is designed to help educators create quality online content
along social constructivist lines. Latest studies placed Moodle as the leading example
of e-learning software platforms. In addition to providing the unique characteristics of
Moodle, this paper tackles the philosophical and pedagogical perspectives of adopting
Moodle in educational settings. Likewise it attempts to draw together findings from a
range of research conducted worldwide and in Oman in particular.
Keywords: Moodle, instruction, e-learning, social interaction
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Moodle: A Key to Effective Instruction
Introduction
Moodle is an acronym for Modular Object-Oriented Dynamic Learning
Environment (Moodle, 2011). It is a free and open-source e-learning software
platform, also known as a Course Management System (CMS), Learning
Management System (LMS), or Virtual Learning Environment (VLE). Moodle is
designed to help educators create quality online courses with a focus on interaction
and collaborative construction of content (Ulmane-Ozolina, Kulmane, & Kazakevica,
2010 & Maikish, 2006).
Moodle is a software package for producing internet based courses in a social
constructionist framework of education (Moodle, 2011). Once installed, Moodle can
be arranged to accommodate a variety of activities including assignment, chat, choice,
forum, glossary, lesson, quiz, resource, survey, wiki, workshop etc (Unal et al, 2009).
Moreover Moodle provides a platform for students to understand information relevant
to a course or a topic since it offers a social experience that adds meaning to the
content for any learner (Dougiamas & Taylor, 2003).
Rationale
In addition to being a free and open source tool, moodle has unique
characteristics of social interactivity, connectivity,
context sensitivity and
individuality. Stanford (2008) states that teachers can organize a wide variety of
resources and activities in one place along with individual learning pathways. By
moodle, teachers and students can easily interact by means of synchronous and
asynchronous tools such as forums, chat, etc.
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Moodle: A Key to Effective Instruction
Background
Moodle was developed by a team led by the Australian Martin Dougiamas.
Their goal was to create an e-learning platform that would help teachers build
courseware that was pedagogically sound and could be easily shared (Dougiamas &
Taylor, 2003). Moodle has been around since 1999. The current version is 2.0, which
was released in November, 2010. It is used by tens of thousands of institutions for
online learning worldwide. It was designed to be an easy-to-navigate, clean, simple
design that is consistent throughout numerous courses and domains.
Philosophical Perspective
One of the distinctive features of moodle is that its design is based on
educational philosophy's social constructionism. This philosophy implies that learning
is particularly effective when the subject builds (constructs) something for others to
experience. Therefore, social constructionism stands for an activity based learning,
and not a content based learning. For that reason Moodle supports knowledge access
and collaborative interaction to foster progress. It is claimed that Moodle's open
format makes members not only users but also developers (Vaca, DomínguezNoriega, Agudo, & Delicado, 2010).
Pedagogical Perspective
According to the Moodle (2011) many institutions use Moodle to augment face
to face courses with online content, which is known as blended learning. The ability
to learn continuously is extremely important in the context of information society and
knowledge-based economy. One of the main aims of any educational system is to
prepare students for living in the contemporary world. Moodle allows the teacher to
create an environment where instructions, worksheets, videos, forums, and virtually
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Moodle: A Key to Effective Instruction
any other e-learning facility can all be stored together, simply and accessibly (Gatling,
Stevens, & Quarless, 2005).
Many of the mechanics of classroom operations such as assignments,
scheduling, and quizzes can be easily set up through simple resource-based “courses.”
Moodle also has a broad variety of additional modular features and a relatively quick
learning curve, helping educators easily and effectively develop full online classes,
either in advance or as the course is being taught. This flexibility allows Moodle to be
used in a variety of ways depending on the needs and capabilities of the school or
institution (Stanford, 2008).
Moodle in Omani Context
A considerable number of research revealed that Moodle has the potential to
facilitate active learning (Maikish, 2006; Menges, 2009; Unal & Unal, 2009; Vaca,
Domínguez-Noriega, Agudo, & Delicado, 2010). One distinct aspect is that it servers
different learning styles. It addresses the needs of the students through its various
features e.g. wikis, chats, forums (Gatling, Stevens, & Quarless, 2005; Stanford,
2008). AlNadabi (2007) indicated the success of moodle in education in Oman in a
qualitative research that has been conducted in Sultan Qaboos University. She
pinpointed the advantages of integrating Moodle in teaching English as a foreign
language. In her findings she highlighted the effect of the component of interaction in
moodle in enhancing students' learning as they found authentic audience to interact
with. It also has far reaching outcomes on fostering students’ independence since each
work at their own time and pace. Furthermore students found Moodle fun and
engaging as well as an interactive place that enabled them to express themselves.
Though Moodle does not require much technical expertise in its design, the researcher
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Moodle: A Key to Effective Instruction
recommended having assistance from technical staff for the success of such online
courses.
Based on the findings of Al-Nadabhi and others worldwide, Moodle has
proved itself to meet the goals of educational settings. Online classrooms like Moodle,
not only engage learners but also encourage them to think critically and develop new
real world skills. It is the aim of education to have its citizens become literate and lifelong learners.
Conclusion
Moodle reflects a teaching philosophy that views social interaction as a crucial
element in the teaching and learning process. Students use the medium to negotiate
meaning by explaining, interpreting, and collaborating rather than being passive
recipients of knowledge. Teachers, on the other hand provide a scaffold for students
even when they are not immediately involved in a communicative exchange.
Moodle's distinctive features provide instructors with the tools need to deliver content
and activities that, in turn, enhance motivation and active learning. Due to its
effectiveness and adaptableness to diverse courses and content, research has
supported Moodle to be the leading e-learning software platform.
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Moodle: A Key to Effective Instruction
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