International Journal for e-Learning Security (IJeLS), Volume 7, Issue 1, March 2017/18

E-Learning: The Use of Moodle

Vaisualua Posese-Okesene
Otago University, New Zealand

Abstract
Technology and the internet enabled e-learning
which not only informs but instructs, teaches,
assesses and gains feedback from others. One e-
learning environment that has become quite popular
is Modular Object-Oriented Dynamic Learning
Environment (Moodle). The objective of this project
is to evaluate the use of Moodle for „interactions‟
and their impact on student „confidence‟,
„motivation‟ and „performance‟. Staff and students
gave their perceptions on an online questionnaire
drawing on their previous learning experiences. The
results showed that in the context of this study, the
use of Moodle to facilitate online interactions Figure 1. The three Interactions model
improved student-lecturer, student-student and
student-content interactions. The improvement Student and staff perceptions are sought on
consequently made impact on students’ motivation, Moodle’s use for interactions and the impact of
confidence and performance. Suggested variables for interactions on „motivation‟, „confidence‟ and
e-learning included age, course design, lecturer „performance‟ (dependent variables). The following
participation and learning style. terminology definitions are used in the dissertation.
Motivation is described by [19] as „often examined
1. Introduction according to 4 dimensions: choice of task, effort,
persistence and achievement, where choice of task
The movement towards electronic communication means which activity to engage, effort means the
bring changes that are proposed to make level of engagement, persistence means the time
enhancements to living. E-learning emerges with spent and willing to spend and achievement is an
these electronic communications. E-learning is indirect indicator of the above 3. Confidence is
defined as “the appropriate application of the Internet generally described as a state of being certain either
to support the delivery of learning, skills and that a hypothesis or prediction is correct or that a
knowledge in a holistic approach not limited to any chosen course of action is the best or most effective
particular courses, technologies, or infrastructures” [4]. Performance is used in the context of
[1]. “History has shown that interaction is an measurement of academic progress or simply the
essential component in the learning process” [2]. proceedings of a learner in his or her course of
This research seeks to find out if the use of Moodle, learning. Performance is not necessarily measured in
a learning management system and a tool to facilitate marks or grades.
interactions, affects online interactions and whether This study hopes to find answers to the problem,
these interactions have any impact on student highlight patterns of interactions that occur during
„motivation‟ and „confidence‟ in the course and on classes and any issues that arise. This could initiate
„performance‟. Staff and students‟ perceptions are research into how to enhance facilitations of future
the main source of information. interactions using Moodle. The current dissertation
This research views interaction as a reciprocal hopes to contribute to the literature by filling a gap
communication between two or more people or that exists. Hardly any research has been done on the
between people and objects, in this study, the evaluations of interactions and their effects on
„course content‟. This research only uses the three student learning using the Moodle environment. One
types of interaction (see Figure 1) identified by goal of this research is to increase the awareness on
Moore [3] as being student-lecturer, student-student Moodle usage at Otago University especially for
and student-content interactions for discussion. individuals and groups that have not yet
implemented e-learning systems in their teaching.
The research is limited to the Moodle platform.
The target group for the survey are adults who are

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International Journal for e-Learning Security (IJeLS), Volume 7, Issue 1, March 2017/18

either learners or lecturers for 4th year distant compares e-learning to the traditional face-to-face
learning courses at the University of Otago College learning, or focuses on the design mode and
of Education (UOCE). It is assumed that the application. [6] and [7] researched and recommended
prospective participants are willing to participate in integration of Moodle with the existing LMSs to
the survey. Assumptions are that the technology produce enhanced systems to accommodate the
required in the Moodle learning environment is organisations’ needs. The integrated design heavily
available and the subjects have the skills and involved the teachers’ and developers’ input. [6]
knowledge to use this technology. Assumptions are even included the students’ input in the LMS
that the subjects have no impairment of any sort and integration for the Open University in UK.
that culture and native language have no importance Implementation of Moodle to assist in the facilitation
in this specific project. of e-learning was also supported by [8] for the
The confounding variables are class size, lecturer faculty of Maritime technology in the Szczecin
ability, student ability and course type. (optional University of Technology.
papers can be more motivating since it is the Moodle is becoming quite popular and had a
student’s choice). Independent variables are; significant user base with 43,457 registered sites
• The courses are 4th year distant learning papers with 28,788,196 users in 2,844,562 courses in 204
• The time limit to submit responses was within 1 countries, as of September, 2009 [9]. This paper
week and a few days (with reminders) reports further investigation of the appropriate
• The majority of the questions were designed to application of Moodle and evaluates Moodle
have closed answers, so that the participants just regarding its usage for online interactions and how it
have to tick the options available. influences student motivation, confidence in the
Perhaps it can be thought that the participants course and performance.
were dependent variables, in the sense that the
researcher had no control in their decision of whether 3.2. The trends
to continue with the questionnaire.
Previously, e-learning was applied mainly for
2. Methodology distance and on-line learning but now it has become
part of the mainstream learning environment in
This study like many researches in the field of e- supplementing normal face-to-face on campus
learning used a combination of quantitative and learning. The movement towards e-learning is not
qualitative type of methodologies. The phenomenon only happening in education but also in corporations,
type of survey that mostly relies on the participants’ non-government organisations, small businesses, and
opinions, behaviours and experiences was used [5]. not-for-profit organisations. “The use of e-learning
Both closed questions and open questions were used education methods is currently spreading in big
in the online questionnaire. companies, public administration and higher
The implementation of the survey required an education units which appreciate the importance of
Ethics approval document. The Information sheet modern technologies in an organization
and Consent form were put in electronic format development. Economic profitability of this form of
together with the on-line questionnaire which were training grows simultaneously with the growth of
emailed to the prospective participants. This was the participant number”, [8].
most convenient way to distribute the survey. Some The interactions play a vital role in the
reminder notices were submitted before final effectiveness and success of online learning. Zirkin
collection of data within one and half weeks. Most of and Sumler cited in [10] stated; “The weight of
the data analysis is descriptive. Descriptive statistics evidence from the research reviewed was that
are provided to reflect the problem questions while increased student involvement by immediate
the answers to the open questions are left in their interaction resulted in increased learning as reflected
original form for description as there are only a few. by test performance, grades, and student
satisfaction”. A. P. Rovai, & K.T. Barnum [10] said
3. Literature Review research is in the vein of this dissertation in that it
focussed on student perception regarding influence
3.1. Introduction of course design and pedagogy on perceived learning
as well as motivation and also to determine how
A large amount of research is available on the perceptions of learning were related to course-related
different types of e-learning technologies and interactions.
A. P. Rovai, & K.T. Barnum [10] questioned the
infrastructures and how they contribute to education.
Themes common across these researches are also benefits of active interaction compared to passive.
analysed in the current dissertation. Some research The researchers concluded that passive interaction
compares e-learning platforms while other research was not a significant predictor of perceived learning.
They felt that the strategies and design of the courses

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International Journal for e-Learning Security (IJeLS), Volume 7, Issue 1, March 2017/18

appeared to have led to greater perceived learning Moodle had any effect, or even worse, had decreased
and might have resulted in higher levels of learner their interactions with other students.
satisfaction. The current study touches on the design
of the course as an issue of e-learning. 4.2. Interactions affect motivation
Motivation is one of the themes evaluated in this
dissertation. [11] concludes that; “In addition to
higher performance results, there are other
immediate benefits to students such as increased time
on task, higher levels of motivation and reduced test
anxiety for many learners”. Similarly, [12] found a
link that „increased interaction‟ resulted in higher
levels of motivation, higher academic recall and a
more positive attitude towards the course. Results of
a research conveyed by [13] showed that the students
made a strong link between tutors frequency and Figure 2. How interactions affected students
quality of interaction with their enthusiasm. “Hearing
from tutors on a regular basis helps to keep Figure 2 shows that, from a total of 9
motivation high and keeps us as students on the right respondents, 67% felt that „interactions‟ had
track mostly” [13]. Such inferences and conclusions improved their „motivation‟ in doing their courses
were supported by [14] results which indicated that while 22% felt it had decreased their motivation and
84% of the students (survey subjects) interacted with about 11% thought there was no effect. The students
their teachers sufficiently and analysed to strongly know and can recall their experiences with the on-
have related to student satisfaction and perceived line interactions.
learning.
On the other hand, motivation was viewed as a
contributing factor to effectiveness of distance
education, rather than just an outcome of interactions
[15].[15] concluded that the other factors like the
technology involved was “not at nearly as important
as other factors, such as learning tasks, learner
characteristics, student motivation and the instructor.
The mention of instructor again links the importance
of the teacher to the motivation of the students as
inferred by Ussher’s research findings [13].

4. Results, Analysis and Discussion

The main aim of this project was to find out if the
facilitation of on-line classes using the Moodle
environment influenced interactions and to evaluate
if the interactions affected 1) student motivation 2) Figure 3. Greatest impact on motivation
confidence in the course and 3) performance in the
course. The results compared the beginning of the Figure 3 breaks the „interactions‟ results further
course and two months later. The results were used down to the type of interaction that had greatest
in a descriptive fashion to reveal information the impact on the student motivation. The result shows
respondents elicited in their answers to the survey. that 44% of the respondents felt that „interactions
with other students‟ mostly affected their motivation
4.1. Moodle affects interactions in the courses. This was followed by „interactions
with the lecturers‟ with 31% and „interactions with
The data collected suggests that most of the the course content‟ with 25%.
students felt the use of Moodle had improved all the [12] and [13] concluded from their respective
three types of interactions. 78% students felt that the researches that interactive learning does influence
use of Moodle improved their interactions with the motivation. According to [19] description earlier, the
lecturers as well as their interactions with the course dimensions of motivation seemed to be accounted for
content, including 11% who said interactions with one way or another. For example „choice of task‟
course content were improved a lot. While 67% could be indicated by which interaction is taking
respondents said their interactions with other place. Are the students involved in the task of
students were improved, 33% did not feel the use of discussion or reading the course content only? The
„effort‟ could be indicated by: Are the students

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International Journal for e-Learning Security (IJeLS), Volume 7, Issue 1, March 2017/18

actively participating by posting messages or being learning is for the reason of contributing to learning
inactive? The statistical results conveying the activities.
number of times and also the amount of time the [3] study of the three types of interactions suggested
respondents access the Moodle site for classes and that the lecturer’s input to class interactions plays a
self use towards the course could give indication of very important role in student enthusiasm or
their „persistence‟. motivation. Despite the inferences from Figure 3,
Moore’s suggestion of the importance of the role of
the lecturer is nevertheless supported by the
participants’ rating of the lecturers’ participation in
classes with 67% saying their lecturers were being
active in their respective courses compared to 33%
who felt the lecturers were averaged.

Table 1. Student thoughts about Moodle

Figure 4. Number of times access Moodle

Figure 4 shows that 56% of the participants

access the Moodle website 3 -6 times a week, and
Figure 5 reveals 1/3 of the respondents spend more
than 10 hrs on self learning. Does this show an
indication of how happy a student uses Moodle site
for self-learning outside contact hours?

Figure 5. Access hours

It can be argued that the number of times a

student spend on self learning or further reads the
course content could be an indication of interest. 4.2.1. Why no motivation? The 33% (see Figure 2)
However, it could also be an indication of the could be further detailed by Table 1 some
need to read to understand more. For which ever respondents showed unhappiness for various reasons
cause, [18] definition of motivation as being ranging from the course design and the lecturer not
„reasons contributing to an adults decision to engage suitable for online mode to having difficulties due to
in learning activities‟ is satisfied, as it is possible lack of skill in the online learning style. Two
that the students‟ reasons for many hours of self particular students indicated they are either only
doing the course online because it is not offered face

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International Journal for e-Learning Security (IJeLS), Volume 7, Issue 1, March 2017/18

to face yet it is a required paper or that they have to a lot. 78% is a huge amount of percentage compared
work during the day. to those who felt interaction did not have any effect
at all or had decreased their confidence with 11% for
Table 2. Student thoughts about Moodle each category
Although there were no scientific or statistical
recordings to show indication of confidence prior to
and after implementation of Moodle for their distant
learning, the respondents’ own personal answers
relay their perceptions and could sufficiently justify
their responses. It was the only method implemented
in this project to gain some insight into how the
interactions over e-learning have impacted on a
student’s level of confidence in the course.

Table 3. Which interaction has greatest impact?

It is interesting to notice that there seems to be a

relationship between student-lecturer interaction and
the student’s confidence in the course. The result of
one particular student F4 shown in Table 4 shows an
„improvement on interaction with lecture‟ and
improvement in confidence‟. In comparison, student
F6 has „no effect‟ on interaction with the lecturer
and „no effect‟ on confidence whereas student M1
has „improvement‟ on interaction with lecturer and
„improve a lot‟ on confidence in the course.

Table 4. Student answers

4.2.2. Why motivation? Table 2 reveals

implications of motivation. About 67% of the
participants give indications of being happy and
enthusiastic about the courses they were doing using
the Moodle environment. These students see Moodle
as being a good, user friendly, convenient delivery
mode which accommodate distant learners
asynchronously and get feedback fast.

4.3. Interactions affect confidence

Interaction can imply something about one’s

confidence. Interaction and confidence
simultaneously affect each other. Does interaction
elicited via Moodle environment affect the learner’s
confidence? 78% of the participants (see Figure 2)
believed that interactions using Moodle had
improved or improved their confidence in the course

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4.4. Interactions affect performance “Students who had higher perceived levels of
interaction with teachers had higher perceived levels
In this study, performance is not quantitatively of satisfaction with the course and reported higher
measured by any record of marks but again is based levels of learning” [14]. Swan suggested that the
on the respondent’s self-reports on their own teachers must induce quality interactions, which
performances. Has the respondent’s performance interactions occur by „posting regularly, responding
decreased, decreased a lot, no effect, increased or in a timely manner and modelling good online
increased a lot while Moodle is being used to communication and interaction‟. The conclusions
facilitate interactions? Figure 4.2 shows 67% of the formed by these researchers are supported by the
respondents felt that the interactions on e-learning respondents to the present study, who felt that the
had improved their performance. The other 33% teacher’s participation is important because the
were for no effect and decrease performance. students need to 1) get feedback, 2) encouragement
3) teachers must learn about their students 4) it is
4.4.1. What type of interaction? It is quite their job and 5) other reasons as stated in Figure 6.
interesting to notice from the responses (see Table 3)
that 43% of students felt that the student-lecturer and
equally the student-content types of interactions had
greatest impact on their performances. It is also quite
interesting to note that for motivation, student-
student interactions are the most important (Figure
3). However, for performance, student-student
interactions are the least important.

4.4.2. What do these results suggest? The results

suggested the importance of the student-lecturer
interaction and the student-content interactions on
performance. While the student does his/her part, the
role of the lecturer should not be undervalued;
feedback must be personalised, purposeful and
prompt [13]. The student will need to know if s/he is
on the correct path of thinking towards a topic
discussed. The student needs some encouragement so
that s/he will have the urge to participate more in
class discussions. 45% of the students as displayed in
Figure 6 felt that active participation from the
lecturer is good because lecturers have more
knowledge of the topics discussed and they therefore
ask challenging questions to keep the discussion Figure 6. Lecturer active participation
going. The challenging questions from the lecturers
can direct the students to the correct thinking path. In addition to the lecturer participation, the
As well as that, the students also think by active student-content interactions (43%) have high impact
participation from the lecturer, the lecturer is on the students’ performance. Again by looking at
modelling the use of the on-line space. “Student-to- certain interesting cases, while M1 has improved a
instructor interactions are the instructor’s efforts to lot on interaction with content, his performance also
stimulate learner interest and motivation, to assist improved and F4 who had no effect on interaction
students in organizing information in order to apply with content had decreased performance. It can be
what they have learned, and to provide evaluation assumed however, from the personal opinions that
and feedback to the learner on progress” [16]. This F4’s inexperience in the on-line learning style had
type of interaction is important in responding to the something to do with her lack of interaction with the
learners’ application of new knowledge”. Referring content and decrease performance. It can be assumed
back to Student F4 in Table 4.3, the student felt her F4 is comparing how she performed in e-learning
performance had „decreased‟, yet her interactions with her previous face-to-face learning experience.
with the lecturer improved. Her feedback in Table 1 It is valid to point out that only 14% students
indicates her inexperience in the on-line learning thought student-student interaction had greatly
style and she acknowledges the lecturer’s feedback impacted on their performance. It can only be
and encouragement to have helped her. This supports assumed that not all student-student interactions
the crucial part of the lecturer on this particular would be directly relevant to the discussion. There
student’s learning. could be social comments as well as constructive

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International Journal for e-Learning Security (IJeLS), Volume 7, Issue 1, March 2017/18

focused comments. However, it can be argued that The aim of the lecturer questions were to see if
the student-student interaction can give a lead to the lecturer answers supported what the students
further reading (student-content). The discussion said. The lecturer responses supplied can be
enables the student to say their views based on evaluated to support (67%, see Figure 2) that the
information from readings, hence stating the sources. overall student confidence in the course have
The rest of the class are bound to look up these improved. The lecturer also supported that student-
links or sources for confirmation. The students in this lecturer interactions have improved (78%, see Figure
regard are doing the student-content interaction 1). The case study however conveyed some
which can greatly influence their performance. contradiction. The lecturer seemed to be not
Although the student response rate of 15% was interactive at all but just initiated the discussion, yet
quite low, the results still showed some trends. It it is said the student-lecturer interaction has
showed some relationships between student-content improved (see Table 5).
interaction and student-lecturer interaction and the It also showed in the overall thoughts (q 12) that
student’s performance. The more time the student “emphasis is placed on the post graduate students to
reads lecture notes and messages posted during research, grow and develop”. These results seemed
discussions and accesses the links given for to suggest that the weight of e-learning was on the
additional information, the more knowledge can be students.
acquired which can reflect on the student’s
performance. The more feedback and input from the 4.6. Other findings
lecturer the better performance.
A trend is inferred which might be related to the
4.5. What the lecturer says respondents’ ages. Apparently, matured students 40
– 50yrs old and above tended to be showing more
Only one lecturer questionnaire was returned. It enthusiasm in doing the course online. A ratio of 4:1
was a very short questionnaire and the most reflects four liked the course and one did not. For the
important information is displayed below. young adults there was no real significance showing.
Contact class hrs = 2(max per week), Two people 20 – 30 and 30 - 40yrs also enjoyed the
Non contact (towards class) = 4 (max per week). course and how it was being offered while the other
two showed concerns.
Table 5. Lecturer answers Some issues identified were the learning styles,
the design of the course, the type of lecturer and type
of learner. According to a student’s comments, there
could be an issue where the students were graded on
making postings irrespective of whether they were
valuable questions or addressing real issues. Benefits
of e-learning have also been identified. These are
mostly to do with flexibility, convenience,
accessibility and feedback.
Asynchronous learning is the most appropriate
mode of learning for distant learners. It can be
assumed that availability of materials online any time
could have increased their time on a task like reading
and engaging in discussions. Fast feedback was
identified as a benefit of online interactions either
from the lecturer or from other students.

5. Conclusions
The research problem was to find out if the
Moodle learning environment affected interactions
and if these student-lecturer, student-student and
student-content interactions have impact on the
student’s „motivation‟, „confidence‟ and
„performance‟. Overall, according to student
perceptions, the use of Moodle improved all the three
types of interactions. The results suggested that the
higher the interaction the higher the students rated
their motivation, confidence or performance
comparing how they were near the beginning of the

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course to how they were later on in the course. Some to find out how the students feel and to identify gaps
interesting patterns were found. The student-lecturer to bridge in order to take full advantage of e-learning
interactions and student-content interactions give a opportunities and to reach out to hundreds of
general equivalency of impact across the students’ students at a distance. Although the emphasis is
motivation, confidence and performance. The results shifted to encouraging students to develop and use
suggested that where the students rated the lecturer research skills and to manage time appropriately, it is
as being active, there was high impact on confidence worthy to re-evaluate the course design, the lecturer
and performance and where the lecturer was rated as well as the student capabilities. Any opportunity
average, there was low impact on student confidence to enhance teaching and learning should be used.
and performance. The student-student interaction on Lecturers and students are recommended to answer
the other hand was found to have the greatest impact surveys relevant which could further develop and
on motivation. enhance the learning processes for the betterment of
Although the participant’s skills, knowledge and education. For the variables; the sample size should
background were assumed to be not important in this be big enough to derive significance. The course
research, the results once again revealed the should be justified to be offered online. It is essential
contribution of these variables to the learners in the that the students and the lecturers using any LMS
context of learning. The course design, e-learning should be trained on using the LMS before doing the
style and type of lecturer seemed to be affecting a course. Because it is not justifiable to compare two
minority of students’ learning experiences and the different courses as each course has its own type of
interactions that take place. The use of Moodle for e- content and level of difficulty, it is recommended to
learning and interactions seemed to be working quite use one same course for an evaluation. The course
well for the learners who were distant and working must also be taught by one same lecturer as again
and experienced in the e-learning mode of study. different lecturers have different capabilities and
It can be concluded that the shift of pedagogy personalities. Finally the participants being surveyed
learning from classroom to e-learning shifted the should be clear on whether they are comparing
emphasis on the learner to adapt to new learning Moodle to another LMS or comparing the use of
styles, manage their time, develop and use research Moodle being an e-learning environment to a face-
skills and think constructively regarding lecturer and to-face mode, or evaluating the effects of Moodle
fellow students comments. It can be concluded that itself during a course of study.
the matured learners seemed to appreciate this e-
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