Moodle in an Open Distance e-Learning University: Is It a Building or Stumbling Block to Student Interaction and Autonomy?

Abstract

Higher education institutions (HEIs) in Africa are seemingly staggering under the burden of digital division and exclusion. Due to its perceived flexibility and affordability for students in remote areas, distance education is a popular option for many students at HEIs. One of the e-learning tools introduced is a modular object-oriented dynamic learning environment (Moodle) learning management system (LMS), which is designed using web-based applications and provides online learning services to students. The key question remains: how do first-year students experience Moodle? Do they view it as a building block to their learning? Or is it a stumbling block? This article reports on a study that was conducted in a South African open distance e-learning (ODeL) institution with students who speak English as an additional language, in an Academic Writing module. The study used a qualitative case study approach and drew on the theory of transactional distance to understand how Moodle encourages student interaction and autonomy. Although the study findings cannot be generalised on a broader scale, the findings are in line with similar studies, amplifying the critical role of student experiences, interaction, and autonomy in HEIs to bring about the required change.

Perceptions and innovations of academics in an open distance e-learning institution

“…Simon's pedagogical innovation, rooted in the utilization of technology and social presence theory, reinforces the argument that lecturers must evolve and leverage modern tools to cater to the dynamic needs of contemporary students (Herman et al, 2015;Macdonald, 2000;Mohammed, 2020;Nsamba, 2019;Sevnarayan & Mohale, 2022;Sevnarayan et al, 2023). These lecturer perspectives highlight the importance of innovative strategies to facilitate engagement and interaction among students in ODeL context, aligning with the broader literature on academic support and engagement in distance learning.…”

Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age

“…These tools often include multimedia which enhances engagement, and adaptation to individual learning speeds. Platforms like learning management systems (LMSs) (Sevnarayan et al, 2023), Zoom (Sey & Em, 2023), Microsoft Teams, and social media [Telegram] (Sevnarayan, 2023a;Sevnarayan, 2023b) integrate into workplace communication and align with workplace English skills development. Despite the recognition of the increased importance of workplace English skills and the potential of e-learning tools (Chen, 2021;Enock, 2023;Vannasy & Sengsouliya, 2023), the study demonstrates the need to explore factors that influence student preferences.…”