Moodle is a very good classroom-assistant (web-enchancement) for traditional classes, too. I have 5 traditional classes using Moodle for web-enhanced activities, watching online videos, filing reports about the videos, and general discussions. Students are rating each others' reports about the movies they've watched online.
Classes had a 1st major test. I have the Moodle-classroom-assistant scores. So, I did a correlation of 1st test scores to classroom-assistant scores. In 3 sections, some 80 people or so, the correlation coefficient was .29 (p < .06). While just missing statistical signficance by a hair, the data show a positive correlation coefficient meaning that as classroom assistant grades increase, test grades increase. This is hard data indicating that Moodle is doing the job well as the web-enhanced "classroom assistant" in helping students to learn the material.
Just thought you would like to know there's hard data supporting the use of Moodle in a web-enhanced traditional classroom. Certainly the content has bearing on this correlation but, without Moodle, there would be no content to engage students in further learning.
It would be an interesting PhD dissertation to see 5 different platforms employed as classroom assistants, each with the same content, correlated to grades on reliable alternate tests or even same tests to discern the power of the platform to improve scores. I would hazard to guess that Moodle, being so engaging and fun as compared to the clunky proprietary non-pedagogical platforms, would show itself to be statistically significantly better in improving students' grades.
Somebody go do that dissertation, please.