Abstract
Several higher education institutions have combined Moodle and face-to-face instruction to support and assist student learning. However, the purpose of using Moodle will be appreciated if factors influencing the use of this learning platform are known. Therefore, this chapter investigated the effect of learning expectation and internet speed on university student Moodle usage and further examined the mediating role of perceived fun features of the Moodle. This present study employed a cross-sectional survey design with 327 selected university students. Data collected were analysed using structural equation modelling (SEM). The results revealed that internet speed, fun features, and learning expectation have a significant impact on university student Moodle usage. Furthermore, the findings from the analysis of mediation showed that Moodle perceived fun features mediate the relationship between learning expectation and Moodle usage in higher education. The implication of the results and further study avenues are discussed.
Top1.0 Introduction
Modular Object-Oriented Dynamic Learning Environment (Moodle) is an open-source social network where teachers and students collaborate to construct the best collections of open educational resources (OER) to improve learning outcome. Moreover, the Moodle assists instructors to upload instructional materials, post assignment, and questions online while facilitating communication among teachers and students in diverse higher educational levels (Cabero-Almenara, Arancibia & Del Prete, 2019). Several higher educational institutions have integrated Moodle that provides an opportunity to design a course website to supplement the face-face instructions. Presently, Moodle is used by 239 countries and has introduced 30 million courses, 2962. 64 million quiz questions with 234 million users, 1322.48 million enrolments and 514 million forum post (Moodle.net, 2020).
Several studies in the literature have employed factors such as usefulness, attitude, perceived behavioural control, technical support and perceived self-efficacy to explain students’ reasons for using Moodle (Damnjanovic, Jednak, & Mijatovic, 2015; Horvat et al., 2015; Sánchez & Hueros, 2010; Teo et al., 2019). However, from keen observation, literature is scarce on the students learning expectation and the mediating role of the Moodle fun features. Therefore, this present study investigated the effect of learning expectation and internet speed on university students Moodle and further examined the mediating effects of Moodle fun features on the relationship between learning expectation and Moodle usage.
Key Terms in this Chapter
Learning Expectation: The extent to which a university student is confident that using Moodle would meet their learning needs.
Technology Accepted Model: An information systems theory that explains how users come to accept and use a particular technology.
Perceived Fun Features: The extent to which the University students expect the Moodle to have aspects components that provide pleasure and entertainment when performing learning task irrespective of other internal and external factors.
Moodle: Free and open-source learning management (LMS) used for e-learning projects in educational institutions.
Internet Speed: Explained as the university students’ capacity to have consistent, trustworthy and secure access of Internet access to perform learning tasks using the Moodle.