Abstract:

This study aims to investigate the effect of a learning management system, Moodle, which is being used to support / supplement many courses at the University of KwaZulu Natal. In determining how knowledge and skills are exchanged in an educational context, this technological learning management system was considered and evaluated in terms of the interactions that take place during learning. Pedagogies vary greatly, as they reflect the different social, political, cultural contexts from which they emerge. To identify the properties and structure of the key support areas in Moodle, a case study was conducted.
This study takes on a mixed methodology. Data was gathered through a questionnaire to n=188 first year Engineering chemistry and Main stream chemistry students. Two focus group interviews were conducted with those students who volunteered to form part of the focus group interviews. The transcribed interview data, and questionnaire data which were thematically analysed and constructed in order to analyse the data.
It was established that the successful engagement with the learning management system, Moodle depended on many variables which can be divided into two main categories: structure and form of the support offerings. In particular students’ commented on their satisfaction with the online programme, factors affecting interaction with the programme (effective marketing the programme, presentation, appeal and accessibility of teaching material), limitations of the Moodle design and usage, and lastly how feedback was provided. According to the analysis, Moodle served three kinds of relationships that are dependent on the skills of the academics in crafting an effective online support structure, student interest in enhancing their pedagogical content knowledge and the ability of the online programme to appear user friendly. These were considered interdependent to each other, as well as scaffolding one another.

Keywords:

Moodle, student academic support.