Abstract
In order to design an effective e-learning environment, the present study investigated English as Foreign Language (EFL) students’ perceptions of the use of Moodle as a course management system in a Foundations of Education (FOE) course at the College of Education. The study also aimed at exploring statistically significant differences between student teachers’ perceptions that can be attributed to gender, residence, year in the program, computer skills, and GPA variables. Data were collected from a sample of 60 students using a questionnaire. Findings showed that using Moodle increases students’ participation in learning, exchanging ideas and knowledge (μ = 4.37). Over half the total number of students preferred to use chat rooms and forums in computer labs to formal lecture rooms. Findings also showed that there are statistically significant differences between student responses related to year in the program in favor of students in their third and fourth year. With regard to obstacles facing students, the findings showed that most of these obstacles revolve around technical issues and frequent computer errors. Based on these findings, several recommendations were made.
Highlights
Developing the learning environment tends to be an essential prerequisite for progress in higher education, since computers and other related software have become an important part of students’ daily lives
The increase of web-based learning technology means teachers and learners are no longer forced to be in the same place at the same time to interact with each other. This idea is supported by Vygotsky’s theory on social development, which indicates that social interaction plays a fundamental role in the development of cognition
The core of his theory is focused on collaborative learning environments which afford individual development of meaning through construction and sharing of texts and other artifacts (Smith, Dockrell & Tomlinson, 1997)
Summary
Developing the learning environment tends to be an essential prerequisite for progress in higher education, since computers and other related software have become an important part of students’ daily lives. The increase of web-based learning technology means teachers and learners are no longer forced to be in the same place at the same time to interact with each other. This idea is supported by Vygotsky’s theory on social development, which indicates that social interaction plays a fundamental role in the development of cognition. E-learning has played an important role in enhancing social interaction between students and teachers, and among students themselves. This interaction plays a fundamental role in the development of learner cognition according to Vygotsky. Many educational strategies have been proposed for how best to teach and learn online where real knowledge is gained, where communities of e-learning are developed and where high levels of student satisfaction are generated
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