Hill Publishing Group | contact@hillpublisher.com

Hill Publishing Group

Location:Home / Journals / The Educational Review, USA /

DOI:http://dx.doi.org/10.26855/er.2019.10.001

Can lecturers reflect on the influence of Moodle curricular on students’ success?

Author: Cedric Bheki Mpungose
Date: October 18,2019 Hits: 149

Abstract

An important development in higher education is the demand to adopt new educational technology and information to frame student success. In response, Moodle Learning Management Platforms (LMP) provide informal and formal curricula which brings challenges to lecturers and they seem reluctant to embrace it for student success. This article presents a qualitative critical action research of three out of eight lecturers. Purposive with convenience sampling were used to choose the three most accessible lecturers who were teaching science modules. The article aimed to explore lecturers’ reflections on the impact of Moodle curricula on student success. The lecturers’ reflective activity and one-on-one semi-structured interview were utilized for data generation. This was driven by two research question namely: what are lecturers' reflections on and in the use of Moodle curricula to attain student success? and why do lecturers reflect on and in use of Moodle curricula using particular ways to attain student success?. Inductive and deductive processes were used to ensure qualitative guided analysis of the generated data. Triangulation, transferability, dependability, confirmability and credibility was maintained to ensure trustworthiness. The study concluded that lecturers were using formal reflections to be more familiar with formal curriculum than informal curriculum of Moodle, and this impaired student success. Consequently, this article recommends lecturers to use reflective process to align informal with formal Moodle curriculum in order to attain student success.

References

Anderson, T. (2016). Theories for learning with emerging technologies. Emerging technologies in distance education7(1), 7-23.
Bates-, T. (2016). Teaching in a digital age. University of British Columbia.
Berkvens, J., van den Akker, J., & Brugman, M. (2014). Addressing the quality challenge: Reflection on the post-2015 UNESCO EDUCATION AGENDA. National Commission for UNESCO, 1(2014), 1-30.
Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157‒173.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5-31.
Boud, D., Keogh, R., & Walker, D. (2013). Promoting reflection in learning A modeli. Boundaries of adult learning1, 32-57.
Christiansen, I., Bertram, C., & Land, S. (2010). Understanding research. Pietermaritzburg: UKZN Faculty of
Education.
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. England: Routledge.
Creswell', J. (2013). Qualitative inquiry and research design: Choosing among five approaches. Califonia: Sage.
Cuseo, J. (2007). Student success: Definition, outcomes, principles and practices. E-source for College Transitions, 4(5).
Dewey', J. (1933). How we think: A restatement of the reflective thinking to the educative process: Heath.
Espinoza-Herold, M., & Gonzalez-Carriedo, R. (2017). Issues in Latino education: Race, school culture, and the politics of academic success: Taylor & Francis.
Govender', N., & Govender-, D. (2014). Change of Science Teachers’ Use of Information and Communication
Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country.
Hoadley, U., & Jansen, J. (2013). Curriculum: Organizing knowledge for the classroom: Oxford University Press Southern Africa.
Hyland, A., Kennedy, D., & Ryan, N. (2006). Writing and Using Learning Outcomes: a Practical Guide. Bologna: European Higher Education Area (EHEA.
Jackson, E. A. (2017). Impact of MOODLE platform on the pedagogy of students and staff: Cross-curricular
comparison. Education and Information Technologies, 22(1), 177-193.
Khoza, S. (2017). Is this Moodle for personal, societal and/or professional space/s when students reflect? Paper presented at the Paper presented at the 12th International Conference on E-Learning (ICEL), The Central University of Florida, Orlando, USA.
Khoza, S., & Mpungose, C. (2017). Is the self, them or it come to rescue of turnit in Paper presented at the South Africa International Conference On Educational Technologies (SAICET), Pretoria.
McNiff, J. (2013). Action research: Principles and practices (3rd ed). New York: Routledge.
Msibi, T., & Mchunu, S. (2013). The knot of curriculum and teacher professionalism in post-apartheid South Africa. Education as Change, 17(1), 19-35.
Pedro, J. (2005). Reflection in teacher education: exploring preservice teachers’ meanings of reflective practice. Reflective Practice, 6(1), 49-66.
Ramrathan, L. (2017). Educational Research: Key concepts. In L. Ramrathan, L. Le Grange, & P. Higgs (Eds.),
Education Studies: for Initial Teacher Development (pp. 403-418). Cape Town: Juta & Company (Pty) LTD.
Schön, D. (1983). The reflective practitioner: How professionals think in action (Vol. 5126): Basic books.
Schubert, W. H. (2009). Currere and disciplinarity in curriculum studies: Possibilities for education research. Educational researcher, 38(2), 136-140.
Van Manen, M. (1991). Reflectivity and the pedagogical moment: the normativity of pedagogical thinking and acting 1. J. Curriculum Studies, 23(6), 507-536.
Waghid-, Y., & Davids, N. (2016). Educational Leadership as Action: Towards an Opening of Rhythm. South African Journal of Higher Education, 30(1), 123-137.
Zekpe, N., & Leach, L. (2010). Improving student engagement: Ten proposal for action. Active Learning in Higher Education, 11(3), 167-177. 

Full-Text HTML

Can lecturers reflect on the influence of Moodle
curricular on students’ success?
Cedric Bheki Mpungose
Discipline of education and Curriculum Studies, School of Education, University of KwaZulu-Natal, Durban, South Africa
How to cite this paper: Mpungose CB. (2019). Can lecturers reflect on the influence of Moodle curricular on students’ success? The Educational Review, USA, 3(9), 127-134.
DOI: http://dx.doi.org/10.26855/er.2019.10.001
Free HPG Newsletters

Add your e-mail address to receive free newsletters from Hill Publishing Group.

Contact us

Hill Publishing Group

8825 53rd Ave

Elmhurst, NY 11373, USA

E-mail: contact@hillpublisher.com

Copyright © 2019 Hill Publishing Group Inc. All Rights Reserved.