Postgraduate Students’ Experiences on the Use of Moodle and Canvas Learning Management System

Abstract

It is argued that learning management systems (LMS) are mainly used for formal and informal learning at the expense of non-formal learning. This ignites reluctance in students to use LMS to their maximum potential in institutions of higher education (IHE). Through two contrasting qualitative case studies in two IHEs, ways in which LMS can be used for non-formal learning are proposed. Data were generated using reflective activities, Zoom group meetings and one-on-one semi-structured interviews with 31 students who were purposively and conveniently sampled from teacher education programmes at a South African and an American university. The theoretical framework of connectivism was used as a lens to make meaning of data that were thematically analysed. Findings suggest that students did not have a love of using LMS but used the Moodle and Canvas LMS primarily for downloading readings and participating in discussion forums. The study therefore, proposes a non-formal learning framework for self-direction, and concludes that ignoring students' personal (non-formal) experiences which stimulate a love of using LMS may result in IHE to needing to change from one LMS to another.

Can Teachers’ Identities Come to the Rescue in the Fourth Industrial Revolution?

“…In the 4IR, everyday knowledge is generated through the use of social media sites (SMSs) such as Facebook, YouTube, WhatsApp, Facebook Messenger, WeChat, Instagram, TikTok, inter alia, that connect teachers to other people. The main aim of using digital technologies is to communicate and socialise with other people in order to become members of various groups (Bozalek, Ng’ambi, & Gachago, 2013 ; Mpungose & Khoza, 2020 ). When teachers teach, they facilitate the process of supporting students in order to construct knowledge internally to achieve learning outcomes.…”

Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments

“…The third and final element is the teaching presence that pays attention to the critical role of pedagogy, which deals with appropriate and tailored content for individual students within an environment that is conducive to learning. The teaching presence positions course content and professional needs at the centre of e-learning [33]. The main aim of the teaching presence is to follow professional, prescribed rules, producing a qualification in order to move to the next level of the activity [22].…”

“…Firstly, teachers design and organise the learning experience, both before the establishment of the learning network, and amid its activity. According to Mpungose and Khoza [33]; Sokhulu [20], this role is called researcher reasoning, in which teachers research, thereby understanding their strengths to be incorporated in the design that drives e-learning. Secondly, instructing includes contriving and actualising exercises to energise conversation between and amongst students, between the educator and the students, and between individual students, gatherings of students, and substance assets [34].…”

“…Secondly, instructing includes contriving and actualising exercises to energise conversation between and amongst students, between the educator and the students, and between individual students, gatherings of students, and substance assets [34]. According to Mpungose and Khoza [33]); Sokhulu [20], this role is named the socialisation or facilitation role. The socialisation role involves the identification of members of an e-learning environment, being able to group them, where necessary.…”

Exploring the Adoption and Usage of Learning Management System as Alternative for Curriculum Delivery in South African Higher Education Institutions during Covid-19 Lockdown

“…Enhancement of Moodle as an LMS platform in many South African higher institutions is the focus of this discursive study. The study explores findings from extant studies (Elmahadi & Osman 2013;Mtebe & Raisamo 2014;Mpungose, 2017Mpungose, , 2018Kumar et al, 2020;Mpungose & Khoza, 2020;Maphose, Jita & Dube, 2020) to recommend strategies to enhance effective use of Moodle among the lecturers in South Africa (Tagoe, 2012;Bhalalusesa et al, 2013;Chioma et al, 2018). The integration of Moodle into teaching and learning by the academics should be encouraged to deliver curriculum during the COVID-19 pandemic.…”