The usefulness and usability of Moodle LMS as employed by Zarqa University in Jordan

Hasan, Layla

doi:10.4301/s1807-1775201916009

Cited by 13 publications

(9 citation statements)

References 8 publications

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“…Liu (2009)’s paper described their study as “a series of controlled experiments” (p. 519) with no reference to case study design. Özdağoğlu et al (2019), Hasan (2019) and Sheeba and Krishnan (2019)’s papers made an attempt to describe data collection and analysis procedures but failed to situate these in any chosen methodology.…”

Section: Resultsmentioning

confidence: 99%

“…Yes (continued) Hasan (2019) This study has the broad aim of investigating the efficacy of LMSs at a Saudi university from the viewpoints and experiences of the institution's LMS users. It would appear that the researcher of this study has used the term "case study" as an adjective to describe the institution that is the focus of her research, rather than relating the methodology to the research approach.…”

Section: Nomentioning

confidence: 99%

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The Use of Case Study Design in Learning Management System Research: A Label of Convenience?

Turnbull

Chugh

Luck

2021

International Journal of Qualitative Methods

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Case study design is often characterized as a poorly applied and understood approach to conduct research into information systems. This literature review examined 28 empirical studies of Learning Management Systems (LMS) that were self-declared as case studies. This paper’s main aim was to establish whether these studies actually applied case study techniques or simply utilized the term “case study” as a label of convenience. Alarmingly, more than one-third of the examined articles contained little or no justification for adopting a case study design and did not meet the established criteria for identification as a case study as outlined in this review. The lack of an appropriate discussion on the characteristics and applicability of the case study approach to empirical discovery brings into question the robustness of a study’s stated methodology. It is not sufficient to assume that the label “case study” by itself will portray a universal understanding of the research design of an empirical LMS study. This paper proposes that a robust description of what constitutes a case study in a LMS context will assist in ensuring that future studies on LMS (or other information systems) research that intend to adopt a case study approach, adequately present appropriate justifications for adopting this methodology. It is hoped that our definition and description of LMS case study methodology will serve to inspire further reflection on the characteristics of this robust research approach that might lead to a set of guidelines for applying this methodology to information systems research.

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Section: Resultsmentioning

confidence: 99%

Section: Nomentioning

confidence: 99%

The Use of Case Study Design in Learning Management System Research: A Label of Convenience?

Turnbull

Chugh

Luck

2021

International Journal of Qualitative Methods

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“…Several online test functions are available in Moodle and other software packages. This emphasises the need to maintain a consistent Moodle version and install all relevant plug-ins, such as assignment feedback and Adaptive Quiz, which allow facilitators to build exams that accurately assess the ability to do a test for each candidate (Hasan, 2016). In addition, different test software should be connected with Moodle to expand its capabilities or any leavening management system (LMS).…”

Section: 2academic Contribution Concernmentioning

confidence: 99%

Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA)

Semlambo

Almasi

Liechuka

2022

int.jour.sci.res.mana.

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Reliance on computerised systems for both learning and conducting research in learning environments has been proven to be of great importance in saving time and money to the institutions, teachers and students as well as the government in general. However, research on teachers' perceptions of computer-assisted assessment is lacking. The study's goal was to look into teachers' perspectives on the use of computer-assisted assessments in Tanzanian public higher learning institutions, using the Institute of Accountancy Arusha (IAA) as a case study. The study population was all 187 teachers at IAA, through which a sample size of 97 participants was used for this study. The study employed a quantitative research approach and a descriptive research design to conduct the study. In data analysis, the study employed descriptive analysis to analyse data through mean, standard deviation, frequencies and percentages, where SPSS version 26 aided the data analysis process. The study found that the majority of respondents are unwilling to adopt online assessment at IAA due to technical, academic, and security concerns. Based on these findings, the study concluded that management support is critical in providing teachers with appropriate knowledge on the benefits and needs of using online assessment in Tanzanian public higher learning institutions, as well as providing teachers with appropriate technological and pedagogical know-how on how to best use different online assessment software to create appropriate online exams. Also, to use the most up-to-date versions of the online management system with all the appropriate plug-ins to support online assessment. Lastly, management should equip their institutions with appropriate online assessment software, hardware, and stable electricity.

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“…It was previously known as electronic examinations or computer-based examinations (Meletiou, Voyiatzis, Stavroulaki, & Sgouropoulou, 2012). Practically, they can be delivered through an online system or included in a module within a learning management system such as Moodle or SARIS (Hasan, 2016). The mode of these examinations allows facilitators to set different ranges of examinations, from true and false, multiple-choice questions, short answer questions, and even essay-type questions.…”

Section: Introductionmentioning

confidence: 99%

Perceived Usefulness and Ease of Use of Online Examination System: A Case of Institute of Accountancy Arusha

Semlambo

Almasi

Liechuka

2022

int.jour.sci.res.mana.

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Online examination systems have revolutionised the learning process for many learning institutions around the globe, especially in developing countries, and have proven effective during the COVID-19 pandemic to maintain social distance. This study employed the Technological Acceptance Model (TAM) to evaluate the perceived usefulness and ease of use of such systems when adopted in developing countries like Tanzania, where such systems are not well known by the learners. Also, the perceptions of such examinations among learners are not well explored. The Institute of Accountancy in Arusha was used as a case study where the population was 125, which is all third-year undergraduate learners of computer-based subjects. A descriptive analysis through SPSS version 26 showed a mixed perception about supporting online examinations in higher learning institutions. Furthermore, the study analysed different factors for perceived usefulness and ease of use of online examinations for learners, such as participant technical consigns, academic contributions, and security consigns. Based on the findings, the study recommended that the institution's management support is needed, and dedicated funds should be set aside to support reliable technologies for online learning and examinations.

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The usefulness and usability of Moodle LMS as employed by Zarqa University in Jordan

Cited by 13 publications

References 8 publications

The Use of Case Study Design in Learning Management System Research: A Label of Convenience?

The Use of Case Study Design in Learning Management System Research: A Label of Convenience?

Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA)

Perceived Usefulness and Ease of Use of Online Examination System: A Case of Institute of Accountancy Arusha

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