Abstract:

Worldwide Higher Education institutions have been demanded to adopt and integrate Information and Communication Technologies for attending innovation opportunities and challenges in the learning-teaching process. From this logic online learning environments called “Learning Management System” (LMS) has been developed, whose functionalities support flexible and learning under a constructivist approach.

This study had the aim to measure the didactic and technologic use of the Moodle and its implications for teaching, used by 640 higher education teachers. Some guiding questions were: Are teachers using the Moodle platform with didactic purposes? What strategies, resources and tools are teachers using and what do they contribute to student-centered teaching? Are teaching strategies focused on collaboration, interaction and autonomy, promoted? Results matches with other studies, confirming an instrumental and functional use of the platform, being mainly used as a repository of materials and information. In this way, the pedagogical use is still being limited, which becomes a problem for higher education institutions that requires to debate and reflect from a systemic perspective about adoption and technological integration in the classroom

Keywords:

Virtual training, Moodle, e-learning, teacher training.