The experiences of university lecturers and students in the use of the hybrid MOODLE approach in the delivery and learning process RUBY HANSON & JOYCE NSIAH ASANTE UNIVERSITY OF EDUCATION, WINNEBA. GHANA

Introduction Response to worldwide/university-wide move to develop skills in educational technology Massification- Scott, (1995); Trow (2003); UNESCO (2003) UEW’s 2009-13strategic plan on ICT UEW/PHEA-ETI partnership training of lecturers To encourage lecturers to mount courses online (in hybrid mode) using MOODLE

Approaches to delivering Courses Traditional face to face mode Hybrid mode (MOODLE) Online mode Hybrid courses / blended learning are a mix of active face-to-face and online courses Hybrid courses reduce pressure on classrooms and introduces flexibility into teaching/learning & pave way for pure online courses

MOODLE Acronym for Modular Object Oriented Dynamic Learning Environment A web-based LMS that enables remote teaching and learning and supplements traditional learning

Design of Online Courseware Develop course manual Get Lesson/Lecture notes Web links and e-activities Total number of hours available apportioned between two modes Provision of academic and technical help Gagne’s (1965) instructional design principles and Salmon’s 5-stages of e- learning employed

UEW MOODLE Structure UEW house style information page included Course title Course description Course outcomes Introduction Get-in-touch Platform Main glossary Feedback Platform Notes on Moodle icons and how to walk through

Purpose of Study explore the impact of the hybrid approach on students’ learning. find out some of the challenges students faced in their learning as they used the hybrid approach. examine lecturers’ views on the implementation of the hybrid Moodle

Research Questions How did the hybrid Moodle influence students’ learning? What were students’ challenges in the use of the hybrid approach? What were lecturers’ views on the implementation of the hybrid Moodle?

Methodology Exploratory research design - Phenomenology Population/ Sample - 10 lecturers in the design 6 conveniently interviewed 168/48 students purposively sampled & interviewed over12- week period Instrument Observation Interview

Analysis Data analysed descriptively into experiential themes to bring out the strengths and weaknesses of the Hybrid MOODLE

Results/Findings Increased learner engagement with course content Students’ responses Increased learner engagement with course content Enhanced learners’ ICT competence Exposure to variety of learning resources Exposure to different teaching styles Increased collaboration/socialisation Enhanced cognition Enhanced reflection

Results – Students’ challenges Inadequate computers/ ICT Labs Inadequate ICT skills Interruptions in internet supply Hesitation to explore MOODLE platforms Work overload Timelines

Lecturers’ Views Results /Findings Enhanced writing and computer skills Easy assessment of courses Harness technology for easy feedback Flexibility in teaching Cater for large student base Monitoring of students’ participation

Results- Lecturers’ challenges Balance between technical demands and pedagogical goals Practicalities in design and course delivery Time constraints Uploading of large files Loss of roles (DRHEA, 2009)

Conclusion UEW Strategic Plan 4 achieved Faculty’s use of ET improved with PHEA-ETI programme Capacity of Faculty to design and develop courses using instructional design principles enhanced Improved instructional practices and general pedagogy Paradigm shift in favour of student-centred learning Authentic assessment

Recommendation More courseware to be developed and deployed online by lecturers UEW strategic Plan for developing online courseware enforced Provision of computers/ Laboratories/ technical help to lecturers and students Basic ICT training to be provided for lecturers and students intermittently Provision of a bigger and more efficient bandwidth/ internet service by UEW

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