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Make the Most of Your Studies: A Case Study and Web Usability Study Using the Collaborative Virtual Learning Environment Moodle with Postgraduate Students from Oil & Gas Related Courses, Thesis from Syndia Lengyel

Thu, 02 Jul 2009 19:59:30 GMT

Make the Most of Your Studies: A Case Study and Web Usability Study Using the Collaborative Virtual Learning Environment Moodle with Postgraduate Students from Oil & Gas Related Courses

Type: Thesis

From: Syndia Lengyel

Published: 18 May 2009

Course and Institution:
Dissertation in MSc Information Management at The Robert Gordon University, Aberdeen, Scotland (submitted 18 May 2009)

Search Terms / Classification:
Moodle, Virtual Learning Environment, VLE, e-Learning, Postgraduate students, UK Higher Education, Usability, Usability Study

Data Collection Techniques:

Usability Testing and Observation
Interviews
Questionnaires
Freedom ofInformation Requests
Additional data sources (relevant conferences, literature review)

Total number of pages:
255 page (Note: 103 pages are dissertation text)

File size:
4,42 MB

Marked received:
A (excellent)

Abstract:

The overall aim of this study was to draw-up recommendations on how the collaborative virtual learning environment 'Moodle' could be integrated and embedded more effectively in the studies ofpostgraduate Oil & Gas related courses at The Robert Gordon University. A single intrinsic case study approach was chosen. Data was collected using usability testing and observation, interviews, questionnaires, Freedom of Information Requests and additional data sources such as relevant conferences and secondary research for literature review.

Background information was provided by introducing the University’s infrastructure, relevant student demographics related to the investigated module ‘Business Essentials’ and analysing theMoodle implementation. By focussing on students’ and academics’ information needs, an evaluation of current processes and setups within the University’s network and Moodle was undertaken. Navigation and consistency as core usability issues were investigated and examples of a potential re-design provided. The e-learning aspect was evaluated by investigating interactivity in ‘BusinessEssentials’. By adapting existing learning content, a demonstration of using Moodle feature in the investigated module was given. Additionally, challenges and opportunities outside the Moodle environment were identified. Within the analysis recommendations were made as appropriate in the relevant sections.

Key findings of this study were that usability issues need to be addressed in order to provide meaningful information to individual user groups. Furthermore, existing Moodle features need to support interactive learning and address students’ learning style. Additionally, staff training regarding Moodle features, e-learning facilitation and search skills needs to be addressed. Finally, it was found that the University would benefit from establishing a Knowledge Management strategy. A summary of recommendation was detailed in a separate chapter.

Limitations and Implications:

As mentioned previously, this study mainly investigated specific settings, processes and participants from The Robert Gordon University regarding one specific module, which was part of the University’s Masters Energy Programme. Data collected showed that a high number of students have a non-European educational background. Therefore, the findings of this study might not be transferable to students from a British educational background. Although invited to this study, only a small number of distance learning students took part in this research (section 2.2,Table 2.3). Consequently, key findings relating to student preferences were mainly developed from data provided by full-time students. Finally, access to programming code or specific settings was not requested for this study. Proposed recommendations might be limited by current configuration settings.

Originality and Value:

As this study was undertaken using a single intrinsic case study approach, key findings and recommendations were tailored to the Energy Centre’s needs in the first instance. Where applicable and appropriate, however, The Robert Gordon University as a learning organisation could adapt these for other schools and departments.

Navigation recommendations were partly based on the latest developments towards Moodle 2.0, which were discussed within the Moodle community. For that reason, this study may be of interest to core Moodle developers. Indicated challenges and opportunities might be of interest to other administrators and users of the Moodle community.

Finally, this study might be of interest to other researchers or practitioners undertaking an investigation into web usability or the use of virtual learning environments.

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