Measuring Student Experiences in Moodle: A Classroom Research Support Model
Research Report
Linda Neff
Instructional Technologist, e-Learning Center, Northern Arizona University
Dr. Michelle Miller
Associate Professor, Department of Psychology, Northern Arizona University
Dr. Suzanne L. Pieper
Coordinator for Assessment, e-Learning Center, Northern Arizona University
Georgia Michalicek
Business Process Consultant, Information Technology Services, Northern Arizona University
October, 2011
Introduction
The e-Learning Center, Information Technology Services, and Department of Psychology at Northern Arizona University (NAU) collaborated on a classroom research support project to investigate student experiences in Moodle in an online undergraduate psychology course. The Moodle student experience included student perceptions of LMS overall impressions, frequency of use, navigation and support issues, and learning experiences in an online undergraduate psychology course. The researchers drew from multiple data sources to explore the student experience. In particular, they analyzed responses to a voluntary student perception survey and to open-ended writing prompts as well as Moodle system reports, ITS helpline logs, and final grades. Results suggest that students generally had a positive experience using Moodle with few navigation and support issues. Additionally, students primarily interacted in the Moodle discussion forums and lessons. Furthermore, correlations illustrated that students with higher course grades tend to interact in the discussion area more. The results of this case study contribute to the research on student experience and learning within an online learning management system.
Classroom Research Support Model
- Form the planning team.
- Collaboratively plan the research design.
- Teach, observe, and collect data.
- Discuss and analyze results.
- Reflect and plan next steps.
Research Questions
Did students have a positive experience using Moodle?
What was the frequency of Moodle student navigation and support issues?
What is the frequency of student use of Moodle resources and activities?
Does the frequency of student use of Moodle resources and activities correlate with student grade performance?
Data
Participant Demographics |
University-wide LMS Pilot Study |
PSY 260 Case Study: Student Perception Survey Responses |
PSY 260 Case Study: LMS System and Correlation Studies |
|---|---|---|---|
GENDER |
|||
Male |
44 |
1 |
8 |
Female |
82 |
10 |
21 |
AGE |
|||
< 17 |
2 |
0 |
0 |
18-23 |
49 |
8 |
19 |
24-29 |
31 |
1 |
7 |
30-39 |
30 |
1 |
2 |
40-49 |
8 |
0 |
0 |
50-59 |
4 |
0 |
1 |
60-69 |
1 |
0 |
0 |
Declined to answer |
1 |
1 |
0 |
CLASS STANDING |
|||
Freshman |
9 |
0 |
0 |
Sophomore |
14 |
0 |
2 |
Junior |
18 |
4 |
13 |
Senior |
49 |
6 |
13 |
Graduate student |
32 |
1 |
1 |
Other |
4 |
0 |
0 |
Total Count |
126 |
11 |
29 |
Did students have a positive experience using Moodle?
In PSY 260, 90% or more of students (n=11) agreed or strongly agreed with these statements:
- I would like to take another Moodle course.
- I have had a positive overall experience using Moodle.
- Moodle is easy to use.
70% or more of the PSY 260 students agreed or strongly agreed with these statements:
- Moodle fits my learning style.
- Using Moodle in this course has improved my learning.
What was the frequency of Moodle student navigation and support issues?
Information Technology Services (ITS) Helpline Report Results
A report for all calls (n=5) to the Student Technology Center from any students enrolled in the PSY 260 Moodle course found that student technology problems were not directly related to the course or its delivery.
82% of students did not contact the Student Technology Center.
What is the frequency of student use of Moodle resources and activities?
The activity reports revealed that 29 students interacted with the Moodle system 21,117 times during the course delivery period.
Does the frequency of student use of Moodle resources and activities correlate with student grade performance?
Pearson correlation coefficients for each relationship between a student’s final grade and each Moodle activity
Assignments |
Discussion Forum |
Lessons |
Quizzes |
Resources |
User Profile |
|
|---|---|---|---|---|---|---|
Pearson Correlation |
.215 | .402* | -.069 | .147 | .227 | -.271 |
Sig. (2-tailed) |
.263 | .031 | .723 | .448 | .236 | .156 |
N |
29 | 29 | 29 | 29 | 29 | 29 |
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
Students with higher final course grades tend to interact in the discussion area more.