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Teachers’ Perceptions of the Use of Moodle Activities and Their Learning Impact in Secondary Education

  • Antoni Badia
  • David Martín
  • Marta Gómez
Original research
First Online:

Abstract

Moodle has become popular worldwide in all levels of education. Although several studies have focused on analyzing the use of the Moodle platform as a whole, few contributions have examined the use of each activity included in Moodle, and its potential impact in learning. The survey collected data from 132 teachers in 43 secondary schools in Catalonia (Spain), considering teachers’ individual information, teachers’ frequency of use of Moodle activities, and teachers’ perception of how the use of Moodle impacts learning. Findings from all teachers suggest that assignment, quiz, forum, lesson, and external tool are the activities used most by teachers, and providing new educational scenarios is the main perceived learning impact. Moreover, only teachers as users of a narrow range of activities perceived the teaching and learning impact of Moodle as significantly higher: database (creation and sharing information tool), forum (communication tool), glossary (collaboration tool), and quiz and survey (assessment tools).

Keywords

Learning impact Learning management systems Moodle activities Secondary education Technology-enhanced learning 
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Notes

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Standards

This research paper has been developed in accordance with the ethical standards of the American Psychological Association (2010). Participants were informed in advance of the general aim of the research, its duration, and the procedure to collect, store, and analyze the information provided by them. Following this notification, participants freely decided to answer the online survey. Data collected has been stored and managed observing the law on data protection and the right to confidentiality.

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Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Faculty of Psychology and Educational ScienceOpen University of CataloniaBarcelonaSpain
  2. 2.Department of Information and Communication TechnologiesArrels-Esperança SchoolBadalonaSpain
  3. 3.Open University of CataloniaBarcelonaSpain

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