The Designing of a Learning Theory to Promote a Classroom Pedagogy for Moodle Self-Directed Learning

Yeyisani Evans Makhubele; Judah Paul Makonye

doi:10.26737/jetl.v7i1.2902

The Designing of a Learning Theory to Promote a Classroom Pedagogy for Moodle Self-Directed Learning

Yeyisani Evans Makhubele, Judah Paul Makonye

Abstract

The higher education institutions across the world have changed their teaching and learning methods due to the Covid19 pandemic. They are now using different learning management systems like Moodle. The implication of the sudden transition to online learning is that students now have to become more independent, and self-directed in their learning. The aim of this paper is therefore to develop a Moodle (Modular Object Oriented Dynamic Learning Environment) Self-Directed Learning Theory. It explores some of the learning aspects related to the development of students towards Moodle self-directed learning and proposes a framework of skills that lecturers and teachers can use as a guide to increasing student responsibility. This study is situated within the theory of Instrumental Genesis (IG). The researchers employed the design-based research method when developing this learning theory. The process of developing this learning framework involved a literature review of Moodle and self-directed learning theories. The study of the learning theories revealed various Moodle and self-directed perspectives which were used to develop this learning theory. The outcome of this study is a learning theory that will hopefully promote self-directed learning within the context of Moodle teaching and learning.

Keywords

Autonomous; Moodle; Learning theory; Self-directed learning

Full Text:

PDF

References

Anderson T., & Shattuck, J. (2012). Design-Based Research: A Decade of Progress in Education Research? Educational Researcher, 41 (1), 16–25.

Asiri, J., & Shukri, N. (2020). Preparatory learners’ perspectives of learner autonomy in the Saudi context. Arab World Engl,11, 94–113.

Bandura, A. (1977). Social Learning Theory. Prentice Hall.

Bhandari, B., Chopra, D., & Singh, K. (2020). Self-directed learning: assessment of students’ abilities and their perspective. Adv Physiol Educ, 44,383–386.

Bhat, M.A., et al. (2016). The predictive power of reasoning ability on academic achievement. International Journal of Learning, Teaching and Educational Research. 2016, 15(1).

Brockettt, R.G., & Hiemstra, R. (1991). Self-direction in adult learning perspective on theory, research and practice. New York: Routledge.

Butcher, K.R. and Sumner T. (2015). How Does Prior Knowledge Impact Students’ Online Learning Behaviors? International Journal of Cyber Behavior, Psychology and Learning ,1(4).

Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use. Journal of New Approaches in Educational Research, 8(1), 25-33.

Capece, G., & Campisi, D. (2013). User satisfaction affecting the acceptance of an elearning platform as a mean for the development of the human capital. Behaviour & Information Technology, 32, 335.

Cazana A.M., & Schiopca, B.A. (2014). Self-directed learning, personality traits and academic achievement. Procedia - Social and Behavioral Sciences 127, 640 – 644.

Cockerill, M.P. (2014). Beyond education for economic productivity alone: The capabilities approach. International Journal of Educational Research 66, 13–21. http://dx.doi.org/10.1016/j.ijer.2014.01.003.

Davis, F.W. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

Deci, E.L., & Ryan, R. (2012). Handbook of self-determination research. Rochester, NY: University of Rochester Press.

Demir, Ö., & Yurdugül, H. (2015). The exploration of models regarding e-learning readiness: Reference model suggestions. International Journal of Progressive Education, 11(1), 173-194.

Djamel, B., & Mohamed, H. (2021). EFL Students Affective Attitudes towards Distance E-Learning Based on Moodle Platform during the Covid-19 Pandemic: Perspectives from Dr. MoulayTahar University of Saida, Algeria. Arab World English Journal (AWEJ).

Dresel, M., Schmitz, B., Schober, B., Spiel, C., Ziegler, A., Engelschalk, T. (2015). Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews. Stud. High. Educ. 40, 454–470. doi: 10.1080/03075079.2015.1004236.

Du Toit-Brits, C. (2020). Towards a Transformative and Holistic Continuing Self-Directed Learning Theory. South African Journal of Higher Education 32 (4), 51-65.

Esgi, N. (2013). Comparison of Effects of E-Learning Types Designed. International Journal of Academic Research, 5, 443- 450. http://dx.doi.org/10.7813/2075-4124.2013/5-5/B.69.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.

Garrison, D.R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33.

Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent student to excel. San Francisco: Jossey-Bass Publishers.

Hachey, A. C., Wladis, C. W., & Conway, K. M. (2014). Do prior online course outcomes provide more information than GPA alone in predicting subsequent online course grades and retention? An observational study at an urban community college. Computers and Education, 72, 59-67.

Haverila, Matti. (2011). Prior E-learning Experience and Perceived Learning Outcomes in an Undergraduate E-learning Course. Journal of Online Learning and Teaching,7, 206-218.

Hixon, E., Barczyk, C., Ralston-Berg, P., & Buckenmeyer, J. (2016). The Impact of Previous Online Course Experience on Students’ Perceptions of Quality. Online Learning, 20 (1).

Hong, F.Y., Chiu, S.I., Huang, D.H., & Chiu, S.L. (2021). Correlations among classroom Emotional Climate, social self-efficacy, and psychological health of university students in Taiwan. Education and Urban Society, 53(4), 446–468.

International Standard Organization (ISO). (1988). Ergonomic Requirements for Office Work with Visual Display Terminals (VDTs) - Part 11: Guidance on Usability: ISO 9241-11.

Jonas, G.A., and Norman, C. (2011). Textbook websites!: user technology acceptance behaviour. Behaviour & Information Technology, 30 (2), 147–159.

Milligan, C., & Littlejohn, A. (2014). Supporting professional learning in a massive open online course. The International Review of Research in Open and Distributed Learning, 15(5).

Mishra, P., Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 106(6): 1017-1054.

Mthethwa-Kunene, K.E., & Maphosa, C. (2020). An Analysis of Factors Affecting Utilisation of Moodle Learning Management System by Open and Distance Learning Students at the University of Eswatini. American Journal of Social Sciences and Humanities, 5, (1), 17-32.

Navimipour, N. J., & Zareie, B. (2015). A model for assessing the impact of e-learning systems on employees’ satisfaction. Computers in Human Behavior, 53.

Nielsen, J. (1994). Heuristic evaluation. In Nielsen, J., and Mack, R.L. (Eds.), Usability Inspection Methods. John Wiley & Sons: New York.

O'Donnell, E., Sharp, M., Wade, V., & O'Donnell, L. (2014). Personalised e-learning: The assessment of students’ prior knowledge in higher education. In V. Wang (Ed.), Handbook of research on education and technology in a changing society. Hershey, New York: IGI Global

Peerapolchaikul, T., Sueale, N. & Rojpibulstit, P. (2019). Students’ Attitudes towards the Effectiveness of Moodle Platform at Preclinical-Medical Level in PBL Curriculum. Studies In Logic, Grammar and Rhetoric, 60 (73).

Rabardel, P. (2002). People and technology: a cognitive approach to contemporary instruments. http://ergoserv.psy.univ-paris8.fr. Accessed: 6 January 2018.

Reinders, H. (2010). Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills. Australian Journal of Teacher Education, 35(5). http://dx.doi.org/10.14221/ajte.2010v35n5.4.

Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.

Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: online learning self-efficacy and learning satisfaction. Internet and Higher Education, 19, 10-17.

Stephan, M., Stefan M., & Gläser-Zikuda, M. (2019). Students' Achievement Emotions and Online Learning in Teacher Education. Front. Educ.

Stemberger, T., & Cencic, M. (2014). Design-based research in an educational research context. Sodobna Pedagogika vol. 65, no. 1, 62–89.

Uys, W.F. & Citanda, W.C. (2020). Evaluating undergraduate students’ self-directed learning experiences during research-based learning, in E. Mentz & R. Bailey (eds.), Self-directed learning research and its impact on educational practice. NWU Self-directed Learning Series, 3,27–66.

Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User acceptance of Information Technology: Toward a unified view. MIS Quarterly, 27(3):425478.

Voskamp, A., Kuiper, E., & Volman, M. (2020). Teaching practices for self-directed and self-regulated learning: case studies in Dutch innovative secondary schools. Educational Studies. 1-18.

Vygotsky, L.S. (1979). Mind in Society: The development of higher psychology processes. Cambridge, Massachusetts: Harvard University Press.

Wang, C. H. Shannon, D. M. and Ross, M. E. (2013). Student’ characteristics, self regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3): 302-323.

Yilmaz, R. (2016). Knowledge sharing behaviors in e-learning community: Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373–382.

DOI: http://dx.doi.org/10.26737/jetl.v7i1.2902

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Published by:

Institute of Managing and Publishing of Scientific Journals STKIP Singkawang

Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Singkawang

Address : STKIP Singkawang, Jalan STKIP - Kelurahan Naram Singkawang, Kalimantan Barat, INDONESIA, 79251
No. Telp. : +62562 420 0344
No. Fax. : +62562 420 0584

JETL (Journal of Education, Teaching, and Learning)

e-ISSN : 2477-8478

p-ISSN : 2477-5924