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Exploring the Interplay of Moodle Tools and Student Learning Outcomes: A Composite-Based Structural Equation Modelling Approach

Fadieieva, Liliia; Семеріков, Сергій Олексійович; Фадєєва, Лілія Олександрівна

URI: https://link.springer.com/chapter/10.1007/978-3-031-71804-5_28
https://doi.org/10.1007/978-3-031-71804-5_28
http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/10946

Date: 2024-10-08

Abstract:

This study is dedicated to researching the interconnectedness of Moodle resources and activities and their influence on student learning outcomes. We developed a conceptual model using a quantitative structural equation modelling approach based on the social constructionist pedagogy underlying Moodle’s development and the university’s regulations regarding Moodle’s course structure and assessment. The model is comprised of five elements: Information, Resources, Activities, Communication, and Assessment. The modelling results revealed a strong positive relationship between the Activities construct (interactive learning activities) and the Communication construct, suggesting that increased utilisation of interactive activities within Moodle courses is associated with higher levels of communication and engagement. Additionally, a moderate positive relationship was observed between the Resources and Activities construct, indicating that the availability and variety of resources within a Moodle course are linked to the inclusion of diverse learning activities. Furthermore, a moderate positive relationship was found between the Information construct (course description, syllabus, introduction) and the Assessment construct (student grades), implying that well-designed and informative course materials are associated with better student performance on assessments. Notably, the study did not find evidence of a significant direct relationship between Communication or Activities and the Assessment construct, suggesting that their impact on assessment performance is more complex and influenced by other factors. The research highlights that the mere use of Moodle tools does not guarantee the implementation of adaptive learning for students of pedagogical universities. To truly leverage the potential of adaptive learning, instructors and course designers must employ a deliberate and strategic approach, integrating appropriate pedagogical strategies and using Moodle’s adaptive capabilities in alignment with specific learning objectives and student needs.

Description:

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