American Journal of Education and Information Technology

| Peer-Reviewed |

A Mixed Methods Inquiry into the Quality of Instructional Designs and Use of Moodle Learning Management Systems in Historically Black Colleges and Universities

Received: 28 February 2019    Accepted: 03 July 2019    Published: 15 July 2019
Views:       Downloads:

Share This Article

Abstract

There is no doubt that the demand for e-learning has increased tremendously across the globe. Our main observation is that both students and Faculty have expressed overall satisfaction in the use of E-learning systems and Educational technologies. From concept to content, there have been calls for quality assurance in E-learning most especially in the area of Instructional Designs (IDs) and use of Learning Management Systems (LMS). Quality Management is a vital part of any E-learning application. Tertiary Institutions have spent heavily and are soon expecting Return on Investments which cannot be undermined. The purpose of this study is to investigate quality in Instructional designs and use of Moodle LMS. Faculties of Southern University, an Historically Black College and University (HBCU) were interviewed to identify current state and perceived challenges as well as helpful components based on their online experiences. Survey was also carried out to further support our qualitative inquiry. Results of this study indicated that most students and faculty needs an open mindset, motivation, standardized course design, time management and comfortableness with online educational technologies to achieve quality. Interviewee also indicated difficulty in understanding the use, technical problems, cost and lack of training as challenges. Suggestions for addressing the challenges were provided.

DOI 10.11648/j.ajeit.20190301.14
Published in American Journal of Education and Information Technology (Volume 3, Issue 1, June 2019)
Page(s) 17-24
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

E-learning, Educational Technologies, Instructional Design, Learning Management Systems, Quality

References
[1] Ehlers, U., Goertz, L., Hildebrandt, B., & Pawlowski, J. M. (2004). Quality in e-learning. VOCATIONAL TRAINING-BERLIN-CEDEFOP-, (29), 3-15.
[2] Kefalas, R., Retalis, S., Stamatis, D., & Kargidis, T. (2003, May). Quality assurance procedures and e-ODL, Proceedings of the International Conference on Network Universities and E-Learnig.
[3] Masters, R. J. (1996). Overcoming the barriers to TQM's success. Quality Progress, 29 (5), 53.
[4] Noguera, J., Ayeni, F. E., Okuboyejo, S., & Adusumilli, S. (2017). Towards a Web Based Adaptive and Intelligent Tutoring System. International Journal of Computing and Informatics (IJCANDI), 1 (1).
[5] Cruickshank, M. (2003). Total quality management in the higher education sector: a literature review from an international and Australian perspective. Total Quality Management & Business Excellence, 14 (10), 1159-1167.
[6] Greenwood, M. S., & Gaunt, H. J. (1994). Total Quality Management for Schools, cassel.
[7] SRI Consulting Business Intelligence (2003). Quality and effectiveness in eLearning: Views of industry experts and practitioners. Retrieved May 10, 2007 from http://www.sricbi.com/LoD/summaries/QEelearningViews2003-05.shtml.
[8] Yasin, M. M., Alavi, J., Kunt, M., & Zimmerer, T. W. (2004). TQM practices in service organizations: an exploratory study into the implementation, outcome and effectiveness. Managing Service Quality: An International Journal, 14 (5), 377-389.
[9] Douglas, T. J., & Fredendall, L. D. (2004). Evaluating the Deming management model of total quality in services. Decision Sciences, 35 (3), 393-422.
[10] Hofmann, D. W. (2002). Internet-based distance learning in higher education. Tech Directions, 62 (1), 28.
[11] Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.
[12] Leonard, J., & Guha, S. (2001). Education at the crossroads: Online teaching and students' perspectives on distance learning. Journal of Research on Technology in Education, 34 (1), 51.
[13] Noble, D. F. (1998). Digital diploma mills: The automation of higher education. Science as culture, 7 (3), 355-368.
[14] Brown, S. T., Kirkpatrick, M. K., & Wrisley, C. D. (2003). Evaluative parameters of a Web-based nursing leadership course from the learners' perspectives. Journal of Nursing Education, 42 (3), 134-137.
[15] Cereijo, M. V. P., Young, J., & Wilhelm, R. W. (2001). Factors facilitating student participation in asynchronous web-based courses. Journal of Computing in Teacher Education, 18 (1), 32-39.
[16] Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational researcher, 30 (9), 22-26.
[17] Hill, J. R. (2002). Overcoming obstacles and creating connections: Community building in web-based learning environments. Journal of Computing in Higher Education, 14 (1), 67-86.
[18] Hara, N., & Kling, R. (2001). Student distress in web-based distance education. Educause Quarterly, 24 (3), 68-69.
[19] Vogel, D., & Klassen, J. (2001). Technology‐supported learning: status, issues and trends. Journal of Computer Assisted Learning, 17 (1), 104-114.
[20] Herse, P., & Lee, A. (2005). Optometry and WebCT: a student survey of the value of web‐based learning environments in optometric education. Clinical and Experimental Optometry, 88 (1), 46-52.
[21] Nunes, M. B., & McPherson, M. (2003). Action research in continuing professional distance education. Journal of Computer Assisted Learning, 19 (4), 429-437.
[22] Lonn, S., & Teasley, S. D. (2009). Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems. Computers & Education, 53 (3), 686-694.
[23] West, R. E., Waddoups, G., & Graham, C. R. (2007). Understanding the experiences of instructors as they adopt a course management system. Educational Technology Research and Development, 55 (1), 1-26.
[24] Hannafin, M. J., & Kim, M. C. (2003). In search of a future: A critical analysis of research on web-based teaching and learning. Instructional Science, 31 (4-5), 347-351.
[25] Bourne, J. R., McMaster, E., Rieger, J., & Campbell, J. O. (1997, November). Paradigms for on-line learning: A case study in the design and implementation of an asynchronous learning networks (ALN) course. In Frontiers in Education Conference, 1997. 27th Annual Conference. Teaching and Learning in an Era of Change. Proceedings. (Vol. 1, pp. 245-255). IEEE.
[26] Hara, N., & Kling, R. (2001). Student distress in web-based distance education. Educause Quarterly, 24 (3), 68-69.
[27] Kidney, G. W., & Frieden, S. (2004). When the cows come home: A proven path of professional development for faculty pursuing e-learning. The Journal, 31 (11), 12-15.
[28] Petrides, L. A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International journal of instructional media, 29 (1), 69.
[29] Prendes, M. P. (2009). Plataformas de campus virtual con herramientas de software libre: Análisis comparativo de la situación actual en las universidades españolas. Recuperado el, 7.
[30] Wesch, M. (2009). From knowledgable to knowledge-able: Learning in new media environments. Academic Commons, 7.
[31] Downes, S. (2006). Learning networks and connective knowledge. Collective intelligence and elearning, 20, 1-26.
Author Information
  • Global Technology Management and Policy Research Group, Southern University and A & M College, Baton Rouge, USA

  • Global Technology Management and Policy Research Group, Southern University and A & M College, Baton Rouge, USA

  • Global Technology Management and Policy Research Group, Southern University and A & M College, Baton Rouge, USA

  • Global Technology Management and Policy Research Group, Southern University and A & M College, Baton Rouge, USA

  • Global Technology Management and Policy Research Group, Southern University and A & M College, Baton Rouge, USA

  • Global Technology Management and Policy Research Group, Southern University and A & M College, Baton Rouge, USA

  • Global Technology Management and Policy Research Group, Southern University and A & M College, Baton Rouge, USA

  • Global Technology Management and Policy Research Group, Southern University and A & M College, Baton Rouge, USA

Cite This Article
  • APA Style

    Foluso Ayeni, Mary Adewunmi, Femi Ekanoye, Tanisha Pruitt, Victor Mbarika, et al. (2019). A Mixed Methods Inquiry into the Quality of Instructional Designs and Use of Moodle Learning Management Systems in Historically Black Colleges and Universities. American Journal of Education and Information Technology, 3(1), 17-24. https://doi.org/10.11648/j.ajeit.20190301.14

    Copy | Download

    ACS Style

    Foluso Ayeni; Mary Adewunmi; Femi Ekanoye; Tanisha Pruitt; Victor Mbarika, et al. A Mixed Methods Inquiry into the Quality of Instructional Designs and Use of Moodle Learning Management Systems in Historically Black Colleges and Universities. Am. J. Educ. Inf. Technol. 2019, 3(1), 17-24. doi: 10.11648/j.ajeit.20190301.14

    Copy | Download

    AMA Style

    Foluso Ayeni, Mary Adewunmi, Femi Ekanoye, Tanisha Pruitt, Victor Mbarika, et al. A Mixed Methods Inquiry into the Quality of Instructional Designs and Use of Moodle Learning Management Systems in Historically Black Colleges and Universities. Am J Educ Inf Technol. 2019;3(1):17-24. doi: 10.11648/j.ajeit.20190301.14

    Copy | Download

  • @article{10.11648/j.ajeit.20190301.14,
      author = {Foluso Ayeni and Mary Adewunmi and Femi Ekanoye and Tanisha Pruitt and Victor Mbarika and Gabriel Fagbeyiro and Jarrett Landor and Felicitas Aquegho},
      title = {A Mixed Methods Inquiry into the Quality of Instructional Designs and Use of Moodle Learning Management Systems in Historically Black Colleges and Universities},
      journal = {American Journal of Education and Information Technology},
      volume = {3},
      number = {1},
      pages = {17-24},
      doi = {10.11648/j.ajeit.20190301.14},
      url = {https://doi.org/10.11648/j.ajeit.20190301.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ajeit.20190301.14},
      abstract = {There is no doubt that the demand for e-learning has increased tremendously across the globe. Our main observation is that both students and Faculty have expressed overall satisfaction in the use of E-learning systems and Educational technologies. From concept to content, there have been calls for quality assurance in E-learning most especially in the area of Instructional Designs (IDs) and use of Learning Management Systems (LMS). Quality Management is a vital part of any E-learning application. Tertiary Institutions have spent heavily and are soon expecting Return on Investments which cannot be undermined. The purpose of this study is to investigate quality in Instructional designs and use of Moodle LMS. Faculties of Southern University, an Historically Black College and University (HBCU) were interviewed to identify current state and perceived challenges as well as helpful components based on their online experiences. Survey was also carried out to further support our qualitative inquiry. Results of this study indicated that most students and faculty needs an open mindset, motivation, standardized course design, time management and comfortableness with online educational technologies to achieve quality. Interviewee also indicated difficulty in understanding the use, technical problems, cost and lack of training as challenges. Suggestions for addressing the challenges were provided.},
     year = {2019}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - A Mixed Methods Inquiry into the Quality of Instructional Designs and Use of Moodle Learning Management Systems in Historically Black Colleges and Universities
    AU  - Foluso Ayeni
    AU  - Mary Adewunmi
    AU  - Femi Ekanoye
    AU  - Tanisha Pruitt
    AU  - Victor Mbarika
    AU  - Gabriel Fagbeyiro
    AU  - Jarrett Landor
    AU  - Felicitas Aquegho
    Y1  - 2019/07/15
    PY  - 2019
    N1  - https://doi.org/10.11648/j.ajeit.20190301.14
    DO  - 10.11648/j.ajeit.20190301.14
    T2  - American Journal of Education and Information Technology
    JF  - American Journal of Education and Information Technology
    JO  - American Journal of Education and Information Technology
    SP  - 17
    EP  - 24
    PB  - Science Publishing Group
    SN  - 2994-712X
    UR  - https://doi.org/10.11648/j.ajeit.20190301.14
    AB  - There is no doubt that the demand for e-learning has increased tremendously across the globe. Our main observation is that both students and Faculty have expressed overall satisfaction in the use of E-learning systems and Educational technologies. From concept to content, there have been calls for quality assurance in E-learning most especially in the area of Instructional Designs (IDs) and use of Learning Management Systems (LMS). Quality Management is a vital part of any E-learning application. Tertiary Institutions have spent heavily and are soon expecting Return on Investments which cannot be undermined. The purpose of this study is to investigate quality in Instructional designs and use of Moodle LMS. Faculties of Southern University, an Historically Black College and University (HBCU) were interviewed to identify current state and perceived challenges as well as helpful components based on their online experiences. Survey was also carried out to further support our qualitative inquiry. Results of this study indicated that most students and faculty needs an open mindset, motivation, standardized course design, time management and comfortableness with online educational technologies to achieve quality. Interviewee also indicated difficulty in understanding the use, technical problems, cost and lack of training as challenges. Suggestions for addressing the challenges were provided.
    VL  - 3
    IS  - 1
    ER  - 

    Copy | Download

  • Sections