Interactions Quality In Moodle As Perceived By Learners And Its Relation With Some Variables


The aim of this study was to identify learners’ perceptions of the quality of interaction in Moodle and investigate the effects of gender, grade point average (GPA), individualized learning experiences and their experiences in using Moodle factors in perceiving the quality of interaction. A questionnaire was used to collect data after being validated. It was distributed to 57 undergraduate students. Results show that students perceived the quality of interaction positively and that there were no significant differences in the means for the four variables dealt with in this study which means that the wide diffusion of computers into educational fields and into the society at large in the last few years enabled students to develop more positive perceptions of information technology applications independent from their basic individual differences such as gender, GPA, computer experience, and individualized learning experience. In terms of ranking of interaction types learners show that their interaction with themselves comes in first, then with the instructors and finally with content. The study recommends that higher education institutions should continue using Moodle and encourage faculty members to adopt it in their teaching because of its distinctive features.

KEYWORDS: MOODLE, E Learning, Learners’ Perception