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Abstract
Over the past 10 years, a lot of universities worldwide have designed different online courses available to their students. The emergence of online courses makes Higher Education a more flexible and elastic concept. The present paper documents a qualitative study that examines motivating and demotivating factors in using Moodle for English language learning in higher schools. The survey encompasses data collected from 137 students and 20 teachers in a higher technical school (Russia) with a focus on students’ and teachers’ perception of Moodle-based learning. Analysis of the obtained data reveals a set of factors concerning pedagogical, technical, management approaches towards Moodle implementation. The results suggest further development of positive experiences and minimizing demotivating factors in online learning environment.
Highlights
The first version of Moodle was written and designed by Martin Dougiamas, who has graduate degrees in computer science and education
According to the data collected from junior students, the overwhelming majority of them – 126 (92 %) – agreed on the fact that an opportunity to get extra points to their attestation encourage them to use Moodle
The survey results indicate that receiving feedback from the teacher via Moodle increases the learners’ motivation as evidenced by 82 students (60 %). 81 pollees (59 %) reported that their motivation is based on the way the online learning material is organised
Summary
The first version of Moodle (or the modular object-oriented dynamic learning environment) was written and designed by Martin Dougiamas, who has graduate degrees in computer science and education. Due to this background, he developed a tool, which meets technological and pedagogical requirements [1]. The Moodle platform has proved to be an effective learning tool as it is interactive, introduces multi-media content, and provides broad opportunities to collaborate, follow guidance, give and receive feedback, as well as reinforce prior learning material. With Moodle as one of the most effective learning management systems, this problem is no longer urgent, the issue of motivating active participation is still on the agenda. It is worth mentioning that when given a choice of iJET ‒ Vol 15, No 2, 2020
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