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Impact of MOODLE platform on the pedagogy of student and staff: Cross-

curricular comparison

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DOI: 10.1007/s10639-015-9438-9

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Impact of MOODLE platform on the
pedagogy of students and staff: Cross-
curricular comparison

Emerson Abraham Jackson

Education and Information

Technologies
The Official Journal of the IFIP Technical
Committee on Education

ISSN 1360-2357

Educ Inf Technol

DOI 10.1007/s10639-015-9438-9

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DOI 10.1007/s10639-015-9438-9

Impact of MOODLE platform on the pedagogy

of students and staff: Cross-curricular comparison

Emerson Abraham Jackson 1,2

# Springer Science+Business Media New York 2015

Abstract In the current Information Age, technology is taking the lead in moving
teaching and learning beyond that which was once viewed as typically didactic
approach to knowledge acquisition. The outcome of this research paper have explored
the importance of MOODLE learning platform and its contribution in promoting
flexible teaching, and the need for supported action (through bespoke CPD) to assist
teachers / tutors develop differentiated learning resources that has a dual purpose of
improving flexibility in learning and assessment outcomes for students. There is also
the need to foster collaborative working partnership between curriculum areas through
management intervention in appointing dedicated ILT Champions to increase teacher
confidence in developing interactive teaching and learning resources. In order to make
MOODLE learning platform an effective medium for the enhancement of teaching and
learning, it is recommended that management incorporate into the college strategic
plan(s), a focused induction at the beginning of the academic year for students to
familiarise themselves with relevant features of learning / interactive tools available on
the platform.

Keywords MOODLE . Collaboration . Socialisation . Qualification . Subjectification . E-

Learning

A doctoral researcher at the Centre of West African Studies [researching Forest Policy, Livelihood and
Governance] and an affiliate member of the Chartered Institute Forest. Also a teacher of ICT and an action
researcher in the area of learning technology.

* Emerson Abraham Jackson

[email protected]; [email protected]

1
111 Alamein Gardens, Dartford, Kent DA2 6BW, UK
2
Chartered Institute of Foresters, Edinburgh, UK
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1 Introduction

Christ the King Sixth Form College (CTKSFC) is a 16–19 provider of education
located in the south of London with three campuses; Brockley, Lewisham and Sidcup.
The college caters for over 85 % of Level 3 learning provision, and with the remaining
15 % at Level 2. It has wide range of learning facilities, with recognition as one of the
best provider of 16–19 education. Virtual learning provision [MOODLE] makes it
possible for staff to develop their creativity in preparing differentiated resources to
improve students’ scope of surpassing their learning potential, both inside of the
classroom environment and ‘virtually’ 1, with the use of an internet connected ‘M-
Learning device’2, thereby enhancing the scope of their ability to work flexibly .
The research explores staff usage of MOODLE in fostering collaborative learning
with colleagues and also students enhance opportunities of reaching out to users
beyond the remit of the classroom environment. In addition, the research have helped
the researcher gain first-hand information from students about their perception on how
MOODLE platform can enhance their learning.
This research is an opportunity for the researcher to develop an open approach to
students’ perception on the use of MOODLE to support enhance learning experiences.
It also created an opportunity for a discourse on staff concerns / reservation about their
usage of MOODLE to foster good teaching and learning, with a great deal for
interactivity and flexibility.

2 Research question

How effective is MOODLE platform in impacting on the outcome(s) of teaching and

learning?

3 Research aim and objectives

The overarching aim of this project is to explore how effectively MOODLE platform /
technology is used in the identified courses to enhance students’ learning experience.

4 Objectives

– To identify ways by which staff and students can engage collaboratively to enhance
active teaching and learning experiences across the college.
– To explore ways by which MOODLE can be used to promote effective teaching
and learning in a flexible way that support progression and achievement.
– To explore possibilities for sharing good practices across the entire college.

1
That is from home or with the use of a hand-held facility like tablets or even a mobile phone.
2
According to Jackson (2015), M-Learning is a common phenomenon used by researchers in the current
Information Age, in which all aspects of people's lives is determined by access to portable devices of some sort
[e.g., iPad, Smartphones, etc.].
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5 Literature review

5.1 Introduction

This section provides critical review of literature in relation to the impact of ICT /
enhance learning technology on teaching and learning in the context of students and
teachers at Christ the King College. Issues addressed in this section covers widely the
use of technology in schools and colleges across the UK and globally.

5.2 Impact in schools

Research conducted by Steps (2007, p. 4), identified some positive impact of technol-
ogy on learners basic skills acquisition in key areas like reading, writing and calcula-
tion, and in addition, on the wider educational goals like students’ attendance, behav-
iour, motivation, attitudes, confidence and engagement. This also confirms improve-
ments on learning outcomes for disadvantaged students. From the 18,000 primary
schools teachers and heads interviewed in the Steps research (ibid, p. 5), 75 % of
responses indicated positive feelings about the benefit of using ICT in teaching through
easy and varied adaptation of materials to suit learners’ needs.
The Teaching and Learning Research Group (TLRP 2006) produced its critical
findings on the impact of ICT for different age group of children in schools across
the UK. The Interactive education Project 7 report demonstrated an improvement in
students [ages 10 - 11] use of spreadsheet which seemed to have enhanced their grasp
of statistics, with similar outcomes shown for students on German language courses
[ages 13 – 14] in the enhancement of their writing skills as a result of using ICT (ibid).
This research complement the fact that students were able to dedicate longer time in
concentrating on ICT, but the focus was more on the investigation of what students
were learning while using ICT as a means of furthering their learning. The research
which was videotaped, found out that one student who was supposed to be studying the
Renaissance was concentrating on finding out about Florence, a city based in the USA
instead of Florence in Italy (TLRP 2006).
Higgins et al. (2012) findings from experimental and quasi-experimental designs,
more so combined in ‘meta-analyses’3, indicated that technology based intervention on
the pedagogy of learning have produced just slightly lower level of improvements in
comparison to other interventions and approaches, which include peer tutoring or
something else that provide feedback to learners. The critical question raised from
the findings was not so much about whether technology was used or not, but more
about the level of impact it made on learners and their progression rate.
The overall outcome from Higgins et al. (2012) correlational and experimental study
conclude an overwhelming evidence of the impact technology makes in terms of
improving learning outcomes. This makes the case for technology more questionable,
as the focus of technology to support learning must be supported by identified learning
3
Meta-analysis as used in this case refers to a method that uses statistical techniques to combine results from
different studies and obtain a quantitative estimate of the overall effect of a particular intervention or variable
on a defined outcome—i.e., it is a statistical process for pooling data from many clinical trials to glean a clear
answer. Meta-analysis produces a stronger conclusion than can be provided by any individual study. In http://
medical-dictionary.thefreedictionary.com/meta-analysis (Accessed: 16/2/201).
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goals so as to help students make effective use of their learning opportunities with
technology. The study revealed some critical concerns about the impact of technology
on a global scale which is addressed in summative assessment schemes like ‘Pro-
gramme for International Student Assessment (PISA)’. Issues emanating from the
findings, and equally highlighted in Striker and Pollock (2003) citation, revealed health
related problem like Repetitive Strain Injury (RSI) for children.

5.3 Impact on FE sector

A compilation from 2010 OFSTED report produced by Judges (2011), portray some
positive outcomes about the use of technology in post-16 establishments across the UK,
with the extract revealing the following about Christ the King College:

Information learning technology is often used well to enhance learning. Teachers

make good use of information and communication technology (ICT) to enhance
learning. Teachers make particularly effective use of ICT to stimulate debate,
engage students’ interest.

(What learners would like to see improved) - Information learning technology is

used well in science lessons (Science and mathematics) Teachers use good
learning resources and technology to support student learning (History, philoso-
phy and theology). Students use information and communication technology with
ease and to good effect. Lessons are fun. Excellent use is made of information
learning technology to-enliven^ lessons. Resources for information learning
technology are of a high standard (Business, administration and law).

While this document have highlighted some positive outcomes from the OFSTED
report, it is lacking in detailed about the extent of usage in technology enhanced
learning to foster collaborative learning, both inside and outside of the classroom
environment.
Attwell and Hughesm (2010) extract from BECTA’s 2006 report indicated that 34
percentage of colleges make use of ICT as a traditional means of classroom delivery
across the UK. However, it is not entirely clear what form or medium of technology
was used, and the purpose for which it was employed. Thirty-one percent [31 %] of
colleges reported combining ICT and e-learning with traditional learning resources to
produce blended learning, a figure which had increased steadily over the years.
A survey conducted by the Association of Learning Technology (ALT) on behalf of
ETAG (Education and Technology Action Group4, outlined issues surrounding the use
of technology in FE institutions across the UK. In as much as strategic leaders in
colleges are requesting evidence of technology usage by staff to demonstrate differen-
tiation in teaching and learning outcomes, concerns about managers’ lack of support in
allocating time for staff CPD to improve skills in the use of technology is continually
being raised.
The recommendation of the ALT report which comes under the section ‘Capability
and remit of FE and Skills Providers’ was set out to: Bencourage the development of

4
FELTAG – this group was established in 2013 by the Secretary of State for Education
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programmes to professionalise FE governors, principals’, managers’ and teachers’ use

of learning technology, building on the best current models.^ 5. This revealed funda-
mental barriers with the use of learning technology, and more so in the area of strategic
actions needed to help make an improvement in the effective use of enhanced learning
technology with the aim of enhancing students’ learning experiences.
In view of barriers as outlined in the research, there were also highlights of
prescribed remedies to help foster positive change innovation in the use of learning
technology in the Further education sector6. Some of the highlighted innovative actions
are grouped under the following headings (Laurillard and Deepwell 2014):

– support to teachers as collaborative innovative action researcher

– Encouraging and supporting teaching innovation
– Incorporating time for continuing teacher development
– Leaders at all levels to continue taking a strategic approach
– Recognise and reward teacher innovation in education
– Engaging students in active participation

The above mentioned points about barrier to the effective use of learning technology
are also common phenomenon explored by different researchers across different sectors
in the profession (Joseph 2013 and Bingimlas 2009). There are still fundamental issues
needing collaborative dialogue with ‘stakeholders’ 7 concerned with teaching and
learning process.

6 Research methodology

Methodology in this research explains the rationale for making choices about specific
techniques used in the collection of data throughout the project. In the context of this
study, the researcher triangulated using mixture of Qualitative methods to increase
validity in order to unearth feelings about the wider impact of technology enhanced
learning [MOODLE8] on teaching and learning at Christ the King college.

7 Research population / scope

Due to the limited timescale of the research, the population was mainly drawn from
Business / ICT, History, Science / Mathematics and Health & Social Care curriculum
areas from St. Mary’s campus at Christ the King College. Participating staff in the
interview process consisted of mixture of novice and proficient users of MOODLE
technology. In a similar note, a random selection of learners were also drawn from ICT,
Health and Social Care and Business courses with the aim of soliciting their opinions
about MOODLE’s impact on their learning.
5
Ibid
6
Ibid
7
Stakeholders as used in this situation incorporates students who are on the receiving end and professionals on
the other hand as distributor of knowledge and finally, strategic leaders who makes decision.
8
CTK learning platform
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8 Methodological approaches

In this research, the focus of methodology9 was centred on triangulation, with the use of
two qualitative methods. The researcher’s justification for choosing qualitative research
methods is based on the need to unearth high quality response[s] from participants on
their use of MOODLE at CTK. It is an expectation that the use of the chosen methods
would help to unearth quality on how Moodle platform is used by teachers to support
students’ learning (differentiated on the basis of choices of resource usage) both in the
classroom environment and remotely, through the use of home Internet accessible PC
or M-Learning device.
The use of two method-approaches as already stated above for this research, is based
around the concept of ‘Triangulation’ (Robson 1997); the rational for this is to increase
validity which simply concerns the relationship between theoretical (concept) and
empirical (indicator) variables (Brown and Dowling 2001, p. 26). As explained by
Bryman (n/d), it is hoped triangulation using two methods as outlined below, will
enhance confidence in the outcomes of the research findings as a way of addressing the
stated research questions.
Observational Focused group interviews with staff. This method is particu-
larly focused at teachers usage of Moodle platform during lessons. The ratio-
nale for choosing this method is to allow the researcher to identify key areas
for the development of staff use of the platform, particularly those who are less
confident, whiles at the same time fostering collaborative working partnership
within curriculum areas in the college. On the basis of this, themes were then
established by encouraging teachers to demonstrate and express their views in
using MOODLE to improve teaching and learning, both within and outside of
the classroom environment. The use of identified themes was also a way of
enabling teachers to probe further as a way of making it possible for them to
explore their effective use of the platform in enhancing outcomes of students’
progression rate at the college. In order to enhance the quality of the research
process, particular attention was focused on the use of O’Leary’s (2014a, b)
‘differentiated observation’ approach, to allow practitioners’ strengths and
weaknesses to be addressed with the aim of improve their confidence through
recommendation(s) for collaborative structured CPD at the college. In the case
of this study, teachers use of Moodle technology will not be graded but
observational outcomes will address a more structured approach in helping all
staff to be comfortable at using the platform in improving students’ outcomes,
both formatively and summatively.
Diagnostic assessment technique – This technique was targeted at students
with the rationale of exploring their feelings and perception about the use of
MOODLE technology to foster flexibility in their approach to learning whiles
studying at Christ the King College. As explained in the QIA Skills for Life
Improvement Programme document (2008), diagnostic assessment technique can
be used to identify specific learning strengths and needs. The process involved
active participation of the researcher with students during selected lessons in

9
Methodology in the context of this study is described as the process by which inquiry into the topic is
pursued through a decision about different methods (Rajasekar et al. 2013).
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Health and Social Care and ICT courses, where the technology is constantly in
use by students and teachers. A small number of students enrolled in courses
like Government / History, Science, Maths and Business Studies; identified
curriculum areas where the requirements of MOODLE is effectively in use.
In this, students use of Moodle technology were randomly assessed as a way of
unearthing the wider picture of their needs in enhancing their learning oppor-
tunities at the college.
Justification for the choices of research method(s) used - As with most ‘re-
search’ 10involving human participants, it is perceived that structured survey /
questionnaire is the easiest and convenient means of capturing information from
research participants, and interpreting pictorial illustration of analysed results
with charts and graphs. In this study, the use of structured survey (other than
the chosen methods) would have been considered too restrictive, with high
level of possibility for responses to questions tailored to either ‘Yes or No’.
Hence, the selected qualitative methods have been chosen specifically so as to
explore in detailed respondents views about their perceived usage of Moodle
platform in enhancing the pedagogy of teaching and learning, and its relevance
to Biesta’s (2011) three educational discourse in the current information age,
and particularly its usage at Christ the King College.

9 Ethical consideration

The research was conducted with the active participation of students and teachers,
including the researcher as a teacher-practitioner. Hence, in order to adhere to strict
ethical codes, the researcher extensively briefed participants about the purpose of the
research, explaining how the outcomes would be used to support improvements in
enhanced learning technology [MOODLE].
As explained by Brown and Dowling (2001), confidentiality of information is a very
important aspect of ethics that was addressed throughout this study and hence, the researcher
made efforts to engage colleagues and students about the purpose of the study to help
improve practice, and without reference to when analysing responses from data collected.

10 Data analysis and discussion

The appendix (Tables 1 and 2) shows analysed summary of results from interviews held
with teachers and students at CTK, St. Mary’s campus. A basic amount of NVIVO was
applied in categorising themes emerging from the interviews. Curriculum areas covered
include ICT/Business, Health and Social Care, Mathematics/Sciences and Government
& Politics / History (Table 1). Students were allowed to express their views with the
assurance of keeping names confidential about concerns raised during the interview
process (Table 2).

10
Research is a way of enquiry that seeks to explore a topic or concept that is currently unknown to the
researcher or needing further clarification using various approaches / methods of investigation.
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10.1 Extended discussion in regard to the analysed interview outcomes

with teachers and students

With reference (Table 1) to the theme: ‘Use of MOODLE to display relevant

course information, e.g., handbook’, the outcome shows that all relevant curriculum
areas interviewed demonstrate efforts in ensuring that relevant ‘course materials’11
are embedded on MOODLE for students access both in the college environment
and remotely. This is in conformity with the college’s leadership strategy to justify
efforts in sufficiently meeting the ‘OFSTED framework on teaching and learning’
12
. At the beginning of the academic year, teachers are required to demonstrate
evidence in uploading relevant course materials to get students’ prepared for the
delivery of their course[s] and which, also makes it easier for spot checks to be
carried out as part of the college’s quality assurance for Lesson Observation[s] or
‘Learning Walk’13.
The identified question / theme (Table 1): ‘frequency of usage of MOODLE to
inform students about its relevance’ unearth differences in the level of MOODLE usage
by teachers. An extended category explaining infrequent usage by teachers in curric-
ulum areas like Maths/Science and Government and Politics / History has been
explained on the grounds of lack of time and insufficient understanding of using the
technology relevant to support differentiated teaching and learning. Teachers would like
to make better use of MOODLE platform, but insufficient time is making it impossible
for them to get their heads around the technology.
In relation to ‘MOODLE usage for assessment (Table 1)’, only two curriculum
areas make use of the learning platform as a medium for providing feedback and
assessing students’ work. With reference to the previous point, allocation of
dedicated time and continuous application of skills learned are the only way in
which teachers can gain mastery of the technology. This relates the next theme,
‘foster easy means of collaboration with students and colleagues’. Collaboration is
most likely be fostered through sharing of good practices or through open discus-
sions with colleagues to initiate ideas in capturing students’ attention, through the
development of varied teaching and learning materials to support differentiation. In
view of the above themes, the idea of CPD to help staff develop their skills is
considered one of the most important steps in exploring the identified objectives
for this study [the exploration of ways to promote effective teaching and learning
[flexibly] through the use of MOODLE that will help support progression and
achievement].
Interview responses with students (Table 2) indicated reasonable level of progress is
already made across the entire college, particularly in ensuring that course materials
[handbook, SOW, Mark Scheme and past papers] are linked to relevant course pages on
MOODLE at the beginning of the academic year. The main issue with this, is based on
the fact that majority of students enrolled are not familiar with MOODLE platform,
particularly AS and minority of Level 2 students. This posed additional problems in
11
Theme ONE on the teacher interview analysed table teacher interview. These include relevant information
like course handbook, detailed breakdown of Scheme of work covering in most cases, the entire duration of
the course delivery in the academic year, examination materials like Past Papers and Mark Scheme
12
OFSTED (2014). The New OFSTED Framework 2014.
13
This is a type of lesson observation, but done informally to ensure learning is taking place in lessons.
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their ability to use the collaboration tool on MOODLE to communicate with subject /
course teachers when needing help or assistance.

10.1.1 Discourse analysis in relation to BIESTA’S pedagogical theory

Based on the outcome of the analysed interview results, this section seeks to provide
analysis of the application of relevant pedagogical theory to the study, and in this case,
Biesta’s (2011) three interconnected discourses of good education; qualification, so-
cialization and subjectification as illustrated in the diagram below.
Diagram Source: 21st Century Learners14

MOODLE as a learning tool, provide the medium through which students can improve
their knowledge (qualification discourse) as a result of the active and collaborative support
from teachers. In some curriculum areas, particularly in Business, ICT and Health & Social
Care, students’ learning is continuously complemented with useful resources geared
towards improving their knowledge beyond the classroom environment. Teachers in these
areas, have also gained vital knowledge through collaboration [socialization discourse] and
the sharing of expertise by allowing staff with knowledge to create and display active
learning resources on MOODLE for students to use flexibly.
With reference to the analysis, both teachers and students have expressed their views
on how they wish to develop their independence [subjectification discourse], through
dedicated CPD for teachers, and in the case of students, the recommended means would
be through ‘INDUCTION’ as expressed from interviews conducted with students. In
the case of teachers, it is a possibility that dedicated CPD will help address shortcom-
ings in skills and confidence which is currently preventing some staff from using
MOODLE to express their creativity in producing differentiated resources for the
benefit of improving students learning of subject knowledge [Qualification discourse],
both within and outside of the classroom environment.
In subject areas like ICT and Health & Social Care, where MOODLE technology is
used effectively by teachers, it has enabled students to increase their level of confidence
and independence, as the wide range of resources provided, creates an opportunity for

14
21st Century Learners [Online]. Biesta, the Trivium and the unavoidable responsibility of teaching.
Available at: <http://21stcenturylearners.org.uk/?p=492>. [Accessed: 28th February, 2015]
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students to challenge their knowledge, not only in preparing for examinations, but also for
the wider world of work [differentiation, but also linked to subjectification’ discourse].

11 Conclusion & recommendations

In conclusion, the research has been carried out with a view of addressing the main
premise of the research question. In view of the methodology used to gather relevant
data, it is quite obvious that both teachers and students are benefiting from using the
MOODLE technology, though currently at varying degree. MOODLE is a powerful
tool that is used to support learning in variety of ways, for example, enabling creativity
of individual teachers to develop differentiated materials for students and at the same
time enhancing flexibility in their learning potential.
The outcome from the research shows that MOODLE platform, is used to varying
degrees in the college, and highlights the extent to which it has been used in Health and
Social Care to improve the pedagogy of teaching and learning in a concerted way that
supports Biesta’s three discourses of good education. One could assume that learning
technology like MOODLE can only be used creatively by specialist ICT teachers, but
the extent of creativity displayed in Health and Social Care signify potential for its
exploration by each and every teacher to foster excellent practice[s] across the three
campuses at Christ the King College.
Outcomes from the summarised interviews with teachers, and in addition, diagnostic
assessment with students has focused attention on key areas that made it possible for
identified objectives to be addressed, and for which teacher willingness to actively
engage themselves in continuous learning of the application, will make it possible for
students in return to feel the need to challenge their approach to learning.

11.1 Impact indicator outcomes for recommendation

The purpose of this is to ensure that priorities of the research, particularly the research
question is addressed sufficiently to make adequate provision for better use of
MOODLE by students and teachers in enhancing the pedagogy of teaching and
learning across the entire college three campuses. In this regard, the indicators have
been grouped into two categories, namely ‘Soft and Hard’; with the former (Soft
Indicators) addressing aspects of Moodle affecting learners and practitioners (teachers)
use of the platform, whiles the latter (Hard Indicators), is specifically focused on
strategic approach on how best the leadership can support the effective use of Moodle
platform to address improvement in teaching and learning. Below is a summary of the
outcomes of indicators, identified as recommendations for enhancing collaborative
approach to improving teaching and learning through the use of a dedicated Moodle
learning platform at Christ the King College.

11.1.1 Soft indicator [SI] outcomes

1. Improved or dedicated collaborative means of communication between students

and teachers; this can be done through visible messaging tool[s] provided on
MOODLE. This can be moderated by dedicated ILT champions, most probably
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within departments / curriculum areas in the college. In this case, teachers would be
able to make use of available tools on MOODLE to build a community of support
to improving their understanding of developing high quality differentiated mate-
rials while at the same time, sharing good practices with colleagues.
2. Fostering bespoke CPD in addressing the specific needs of users, particularly
teachers. In this regard, teachers or other users of the platform can request
CPD support so as to address the nature of their specific teaching require-
ments, whiles at the same time, focusing attention on the need for developing
interactive differentiated resources to cater for the wide range of students
ability.
3. Targeted assessment and feedback – with the availability of the right support
provision for teachers, MOODLE platform can provide a means of monitoring
quality of assessment and feedback provided by instructors / teachers, and also;
a fantastic opportunity for sharing good practices across the college. In a
situation where the assessment tool is used effectively, it will help facilitate
students’ progression which can be monitored by ensuring deadlines for the
submission of work required are met, and with timely constructive feedback
provided to students so as to enable them to make sufficient progress through-
out their time of study.

11.1.2 Hard indicator [HI] Outcomes

4. Management to support visible display of additional tools on Moodle for

parents / carers to access progress and constructive feedback provided by
individual subject teachers / instructors. This will certainly serve as a way of
monitoring progression and where possible, intervention incorporated to mini-
mise drop-out from courses.
5. Appointment of ‘ILT (Information and Learning Technology) champions’ in
departments / within curriculum areas so as to make it easier for good practices
to be shared in a coordinated manner, and ultimately leading to an improvement in
the quality of dedicated CPD sessions in meeting the specific needs of teachers and
students learning.
6. College management to designate induction training on the use of Moodle for
new students (and also at specific time in the academic year for continuing
students) at the start of the academic year. This will help teachers / instructors
market the relevance of MOODLE to students so as to enable them to be well
prepared for learning, particularly in ensuring attention is paid to submitting
and checking marked work, and in addition, the use of additional features in
MOODLE to collaborate with subject teachers and peers whenever there is a
need to do so.

Acknowledgments To start with, I am very grateful to the ‘Education and Training Foundation (ETF)’ for
the opportunity provided to me in the capacity as a ‘Research Fellow’. I am particularly grateful to
management at Christ the King College (CTK) for allowing time remission (three residential stay at the
University of Sunderland) to engage with fellow researchers, and to my colleagues at CTK and students, for
their time spent in responding to questions and airing concerns about their usage of MOODLE technology.
Last but not least, to the SUNCETT team at the University of Sunderland for their fantastic input throughout
the process leading up to the annual RDF conference held in London on the 9th July 2015.
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Appendix

Table 1

Reference to analysed summary of interviews with teachers at CTK: ST. Mary’s

Themes based on Curriculum A Curriculum B Curriculum C Curriculum D
use of (ICT/Business) (Health & Social (Maths/Science) (History / Gov-
MOODLE Care) ernment
and Politics)
USE OF MOODLE TO SUPPORT TEACHING AND LEARNING.
Use of MOODLE to Teacher responses: Include relevant course materials like Scheme of Work
display relevant course [SOW], individual unit / course handbooks, exam past papers and mark
information , scheme displayed for students to access both in college and outside of the
e.g., handbook, etc. learning environment.
Frequency of Teacher In Health and Teacher response[s]: Teacher
usage to inform students response[s]: Social Care, Not used response[s]:
about A MOODLE is an frequently, Very rarely
its relevance. requirement essential but effort is also makes use of
for students part of the learning made in core MOODLE as a
to use process, through science subject complementary
resources embedding of areas to embed tool to learning
provided on relevant materials resources to and tracking
MOODLE like videos and external websites students’
to progress URL links to to support learning progress. The
with their external websites [e.g., examining main issue is to
work. such as Planet board and tutorials do with limited
In Business, e-stream. to help students skills and also
particularly Use of MOODLE gainfully engaged lack of time to
in the case in Health and in learning, both be able to gain
with BTEC Social Care inside and outside of mastery of it
provision, course vary the formal learning to support
majority amongst environment]. teaching.
of research teachers and so Similarly in
work are an area that is Mathematics,
provided worth addressing. teacher also
online and confirmed use of
for which websites like
links are ‘ixl.com’ to foster
provided independent
on learning.
MOODLE.
Use of it as a medium Teacher response[s]: In areas Teacher response[s]: In these areas,
to assess and update like ICT and Health & assessment is only done through the
students about Social Care, MOODLE has traditional means of constructive
progress. formed the basis on which students’ comments provided using pens in
assessment is focused. This providing comments and constructive
incorporate online marking by feedback. Based on feedback responses,
teachers with constructive feedback it is an area that teachers would wish to
provided to students, thereby explore, and more so in ensuring that
making it flexible for students to be relevant interactive materials like videos
able to submit and check feedback relevant to the subject areas are embedded
flexibly, using handheld devices for students’ usage in lesson.
like iPAD and even iPhone.
Students liked the idea, and
particularly the flexibility of
spending weekends and holidays to
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Table 1 (continued)

submit tasks, rather relying

on college resources like
computers. Its use as a means to
providing online feedback in area
like Health and Social Care is
effectively done by few members
of staff. Reasons for this is to do
with staff workload and also, with
the fact that not all members of
staff explore by taking risk in
learning more about MOODLE
features to make learning flexible
and interactive.
Similarly in Business, marking and
assessment is done through hard
copy of students’ work, but
assignments are mostly set on
MOODLE with specified deadline
requirements for hard copy
submission.
Usage for collaboration Teacher response[s]: In ICT Teacher response[s]: In
with students, for and Health & Social Care, it is the sciences,
example, emailing / used frequently, particularly in notification
communicating circulating vital information like set, particularly
answers relating to workshop timetable and also as when dealing with
students' concerns. a means of notifying students when a coursework
work is being assessed. deadline dates.
In Business, the traditional In Mathematics, History / Government &
means is used to disseminate Politics, no such use is made, but teachers
information to students. Based on welcome the idea of expanding their
response from teachers, it is also knowledge of Moodle learning platform.
an area that teacher would like Teachers have also expressed the need for
to use so as to make it quicker the allocation of additional time to help
and easier, rather than having to rely support the learning process of MOODLE
on just a face-to-face meeting with technology.
students.
ISSUES SURROUNDING USE OF MOODLE FOR TEACHING AND LEARNING
Skills required to make Teacher response[s]: Despite Teacher response[s]: The general views
it worthwhile for high level of usage of from teachers in areas like Maths/
moving teaching MOODLE in areas like ICT Science and Government & Politics /
and learning and Health & Social Care, History is such that extended time is
forward. there is still the need for needed for staff to be able to make effective
teacher[s] continue to the use of the technology given the
exploration further workload in dealing with administrative
opportunities and with responsibilities as personal tutors in
some administrative rights tracking attendance and performance
provided to make it possible progress.
edit and adapt contents
which will also have
positive implication for the
college through sharing of
skills.
In curriculum area like
Business where it is not so
highly used, there is a
general consensus in
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Table 1 (continued)

ensuring that staff are

allocated specific time to
enhance their usage of
MOODLE technology.
Time relating to CPD Teacher response[s]: In progression with the
previous theme, this is an area well supported
by teachers and responses have incorporated
the following suggestions:
Allocation of CPD days for MOODLE
technology training to deal with specifics
of areas pertinent to teacher progression
of developing differentiated materials.
Encouraging the use of ILT champions in
different course areas or teams so as to
make it possible for curriculum or departmental
meetings to address areas of concerns that deals
with the pedagogy of teaching and learning
using MOODLE technology.
Curriculum support to Teacher response[s]: Themes in relation to this
brainstorm ideas for area include the following suggested points:
improving students’ Ensuring good practices are shared with staff and
access to the remote this relates particularly to resources that can be
service. used simultaneously by other curriculum areas.
A dedicated day in the induction week to ensure
students know more about remote access using
MOODLE in providing extended support to learners.
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Table 2

Themes and discussions based around students differentiated interviews

Use of MOODLE to Student action + response[s]: Materials are always available on MOODLE
access relevant course which makes it easier for ‘US’ to access materials in college and at
materials and other home. Majority of students interviewed demonstrated understanding,
relevant information in using the technology to access relevant course materials like SOW and
remotely course handbook. In Health and Social Care, ICT and Business courses,
teachers embed video materials relevant in stretching students’ critical
minds on topics and this have been used very well by students,
particularly in Health and Social Care. Students also
demonstrated their understanding in using the remote facility in
MOODLE technology when required to submit for marking and also
during the process of checking for feedback, which is more common in
areas like ICT and Health and Social Care. Remote access to teacher
note in courses like History/Government and Politics and Maths/
Sciences is not always forthcoming and their wish is to ensure that
this is done likewise across the board.
Collaborative skills in Student action + response[s]: Some students find the process easier,
emailing particularly those enrolled on ICT, Business Studies and Health and
or sending messages Social Care and on a handful in Business Studies who in most cases, are
when in difficulty. also offering ICT / Health and Social Care as an option. They consider it
necessary as at times when they get into difficulty, they can contact their
teachers. Whiles some are able to send message[s] via MOODLE to
teachers requesting support on how to progress with work, it is an area
that needs more attention in making it possible to develop effective
usage of the lcollege’s remote provision, especially when it comes to
preparing for examination and meeting deadline dates. In other subject
areas like Maths/Science & History/Geography, students expressed their
excitement to use collaboration tools in communicating with teachers
whenever they face difficulties.
Submitting work for Student action + response[s]: In areas like ICT and Health & Social Care
marking and checking courses, students’ responses indicated that the main submission medium
marked work. for coursework is via MOODLE. They demonstrated evidence of the
nature of critical feedback received which normally helps them to make
improvement.
In the other subject areas, it is also something that students will welcome.
This might be due to the nature of the courses, for example, History/
Government and Politics and the Sciences,.
Students’ opinions about Student action + response[s]: This include:
things they will like Allocate time to learn essential skills in using MOODLE, and particularly
to gain from using the flexibly of exploring when at home through accessing course
MOODLE to improve information to expand knowledge. There was also some responses
their learning emerging in relation to induction session so as to make it possible to
experience at CTK. learn more about MOODLE during the beginning of the academic year
rather than struggling in the middle of the year.
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