Using Moodle as a Learning Management System (LMS) for e-learning: student experiences in a developing country during the Pandemic

Abstract

The COVID-19 pandemic accelerated the adoption of e-learning platforms globally, particularly Learning Management Systems (LMS) such as Moodle, which became essential tools for facilitating online learning in higher education. This study explores the experiences of MBA students using Moodle at a Private Distance Higher Education Institution in a developing country during the pandemic. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT-3), the study employed a mixed-methods approach, integrating quantitative data from questionnaires and qualitative data from interviews. Findings revealed that while students faced initial adaptation challenges, Moodle was perceived as a user-friendly, flexible, and cost-effective platform that facilitated their learning experience. However, students encountered significant challenges, including internet connectivity issues and power outages, which impacted their ability to engage fully with the platform. Recommendations include improving internet infrastructure, providing uninterrupted power supplies, and offering enhanced technical support to ensure seamless learning experiences. This study contributes to the growing body of literature on e-learning in developing countries, offering insights into the effectiveness of LMS platforms in distance education and highlighting areas for improvement in future e-learning implementations.

Authors & affiliations

Raessa Jabar
Affiliation not supplied

Desmond Wesley Govender
Affiliation not supplied

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Supplied references, not a list of publications citing this article.

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