Student Perceptions of Moodle

Dr Mel Hudson Smith Graduate School of ManagementPlymouth University

New Moodle site

Anticipation of new possibilities…

…but…

Did the students notice?

Rationale

Saunders & Gale (2012) Learning enhanced by VLE tech Students use tech strategically for best benefit Students like VLE tech…but only as a supplement Concern over losing ‘traditional’ T&L

Margaryan et al (2011) Digital Natives enthusiasm for digital innovation in T&L Students don’t understand how digital tech can improve T&L

Follow lecturers on digital innovations Expect digital T&L to mirror conventional T&L

O’Neill & Sai (2014) Students expect to be taught by lecturers Lectures motivate students to turn up and work

So…what should we expect?

Don’t get your hopes

up…

Technology Acceptance Model (Davis, 1989) Perceived Usefulness Perceived Ease of Use

TAM2 (Venkatesh & Davis, 2000) Drivers of Perceived Usefulness

Experience Subjective Norm (peer pressure to use) Image (enhance social status if used) Job Relevance Output Quality Result Demonstrability (tangible benefits)

Theory

To evaluate student perceptions of the newly implemented DLE.

Highlight the key issues around initial acceptance and engagement with digital learning

Identify the key drivers of perceived value in this context.

Research Aims

Short survey of 2nd & final yr students Qualtrics online survey, covering:

digital literacy ease of use perceived improvements over the old system and potential value

Sent to 1121 students in PBS via email in Feb 2015 Follow up emails sent 2 weeks later 107 responses, 4 excluded = 103 = 9.2% response

rate

Approach

Respondents: 37% 2nd year 63% final year students 58% studying Business/Management 42% studying other specialist subjects within PBS

Use of Moodle All had heard of & used Moodle (…phew ) 79% use Moodle all the time for their studies 21% use Moodle some of the time

Accessing Moodle All students access Moodle via PC / Laptop 67% also access it by phone 42% also access it by tablet

Results

Digital Skills

Creating word processed documents

Watching video / audio content on the

web

Downloading Lecture Slides

Using internet search engines / library databases for research

Using email

Skills in which >75% students are experienced are highlighted YELLOW

Skills in which >25% students have no experience are highlighted RED

Downloading podcasts

Participating on online forums

Creating web content

Creating audio / video materials

Contributing to

blogs/wikis

Uploading video / audio materials to the web

Creating electronic presentation materials

Perceptions of MOODLE

I Prefer Moodle to Tulip

Moodle Improved Module Comms

Moodle Easy to Use

Moodle Easy to Access

Consistent use of Moodle by staff

Tutors regularly update Moodle

Moodle is important for my studies

Moodle enhances my learning

81% agree

75% agree 91%

agree

85% agree

80% agree

81% agree

84% agree

73% agree

Comparisons with Tulip

Lecture Slides

Electronic

Reading lists

Online Submission

Turnitin

Discussion

ForumsWe

blink

s

Podcasts Blog

s /wikis

Videos

Other Electroni

c Files

Value of digital resources

Lecture Slides

Electronic

Reading lists

Online Submission

Turnitin

Discussion

ForumsWe

blink

s

Podcasts Blog

s /wikis

Videos

Other Electroni

c Files

Links to TAM Perceived Ease of Use - Yes! Perceived Usefulness

Experience Students not as digitally literate as hoped …but can perceive value without experience

Job Relevance important for studies, updated regularly, consistent use by staff

Output Quality improves communication & enhances learning

Result Demonstrability prefer to tulip

Image & Subjective Norms – not measured Students DO use digital tech strategically And assess value based on learned experiences …but do see value in more innovative tech, even where it isn’t used

Conclusions

Lecturers aren’t using digital tech very well

If we improve, students might benefit…and would probably value the experience

Davis, F. D. (1989), "Perceived usefulness, perceived ease of use, and user acceptance of information technology", MIS Quarterly 13 (3): 319–340

Venkatesh, V. Davis, F.D. (2000) “A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies”, Management Science 46(2):186-204.

Margaryan, A. Littlejohn, A. & Vojt, G. (2011) “Are Digital Natives a Myth or Reality? University Students’ Use of Digital Technologies”, Computers & Education, 56:429-440.

O’Neill, K. & Sai, T.H. (2014) “Why Not? Examining college Students’ Reasons for Avoiding an Online Course”, Higher Education, 68:1-14.

Saunders, F. & Gale, A. (2012) “Digital or Didactic: Using Learning Technology to Confront the Challenge of Large Cohort Teaching”, British Journal of Educational Technology, 43(6):847-858.

References