Abstract
This study provides updated data on the evolution of Moodle , which was initially seen as an e-learning platform intended to become a pervasive learning environment (PLE) with its multiple possibilities for higher education students and teachers. An online anonymous survey has been administered to a sample of 100 students of different degrees, and 32 teachers of different subject areas to find out their perceptions on the usefulness and improvement of our virtual learning platform at the Universidad de Las Palmas de Gran Canaria (ULPGC), Spain. Results show that this Learning Management System (LMS) is still regarded as a motivating space to support face-to-face instruction, but it has also been pointed out that it encourages knowledge building, pervasive learning and constructive interaction among its participants. Keywords: Moodle , e-learning, ICT, pervasive learning environment, higher education.
Highlights
In present-day higher education, it is essential to note that a transformation is taking place
Pervasive learning environments (PLEs) are an educational system aimed at students who cannot attend daily lessons within
Question number 2 deepened the understanding gained in question number 1, showing whether students thought that any subject could be taught by using Moodle
Summary
In present-day higher education, it is essential to note that a transformation is taking place. Some more recent studies (Arnone et al, 2011; Laine et al, 2010) have focused on the learning methods that have emerged as a result of pervasive computing (Shen et al, 2009; Vinu et al, 2011). This is a rapidly developing area of ICT, and it implies an integration of ICT into people’s lives and environments. This kind of learning takes place by using different tools, such as mobile devices (tablets, laptops, mobile phones, among others). Shen et al (2009, p. 176) state that “pervasive learning is supported by wireless communication”
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