Investigating use of Moodle at a PBL University: Design Factors and Experiences

Rikke Ørngreen; Sara Paasch Knudsen; Ditte Kolbæk; Rune Hagel Skaarup Jensen

doi:10.34190/EEL.19.144

Investigating use of Moodle at a PBL University: Design Factors and Experiences

Rikke Ørngreen, Sara Paasch Knudsen, Ditte Kolbæk, Rune Hagel Skaarup Jensen

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

3 Citations (Scopus)

2 Downloads (Pure)

Abstract

This paper presents an empirical study and the resulting design choices from a problem-based learning (PBL) development project at Aalborg University (AAU) entitled "Learner-Centred Moodle Course Design: Design Factors, Differences in Perceptions and Best Practices." In relation to this study, the following research questions are explored: What characterises the current use of Moodle at AAU? How can teachers use Moodle to support PBL activities? The empirical investigation took place in 2018 and was comprised of a literature review; a survey of 345 students’ experiences of Moodle in conjunction with a nomination for the best Moodle course; an analysis of the 178 nominated courses; and interviews with four university teachers, about their use of Moodle. During the investigation, it was found that many existing activities at AAU focus more on sharing information and teaching materials and less on the students’ PBL activities and projects. This finding is intriguing, as PBL comprise the pedagogical foundation of AAU, but use of Moodle does not reflect this. The investigation found several reasons for the lack of PBL in Moodle, and explore them in full in the paper.

Original language	English
Title of host publication	Proceedings of the 18th European Conference on e-Learning
Editors	Rikke Ørngreen, Mie Buhl, Bente Meyer
Place of Publication	Reading, UK
Publisher	Academic Conferences and Publishing International
Publication date	2019
Pages	444-452
ISBN (Print)	978-1-912764-42-6
ISBN (Electronic)	978-1-912764-41-9
DOIs	https://doi.org/10.34190/EEL.19.144
Publication status	Published - 2019
Event	18th European Conference on E-learning (ECEL) - Aalborg University, Copenhagen, Denmark Duration: 7 Nov 2019 → 8 Nov 2019 Conference number: 18 https://www.academic-conferences.org/conferences/ecel/ecel-call-for-papers/

Conference

Conference	18th European Conference on E-learning (ECEL)
Number	18
Location	Aalborg University
Country/Territory	Denmark
City	Copenhagen
Period	07/11/2019 → 08/11/2019
Internet address	https://www.academic-conferences.org/conferences/ecel/ecel-call-for-papers/

Keywords

Moodle
Problem-based learning (PBL)
Higher Education
Review
Design

Access to Document

10.34190/EEL.19.144

AUB Link

Search for the material in Aalborg University Library's search engine

1 Finished

MCD: Learner-Centered Moodle Course Design: Design Factors, Differences in Perceptions, and Best Practices
Ørngreen, R., Knudsen, S. P., Jensen, R. G. H. & Kolbæk, D.
01/01/2018 → 01/04/2019
Project: Research

3 Citations
3 Article in proceeding
1 Anthology
1 Conference abstract in proceeding
1 Preface/Introduction/postscript

ECEL Preface
Ørngreen, R., Buhl, M. & Meyer, B., 2019, Proceedings of the 18th European Conference on e-Learning ECEL: 2019 Copenhagen. Ørngreen, R., Buhl, M. & Meyer, B. (eds.). Reading, UK: Academic Conferences and Publishing International, Vol. 2019-November. p. xiv 1 p. ( Proceedings of the European Conference on e-Learning ).
Research output: Contribution to book/anthology/report/conference proceeding › Preface/Introduction/postscript › Research

Open Access
File
Flipped Classroom: A Renewal Opportunity or a Pedagogical Cul-De-Sac?
Gnaur, D., 2019, Proceedings of the 18th European Conference on e-Learning: ECEL 2019 Copenhagen. Ørngreen, R., Buhl, M. & Meyer, B. (eds.). Reading, UK: Academic Conferences and Publishing International, p. 176-184 8 p. ( Proceedings of the European Conference on e-Learning ).
Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

Open Access
Keynote Outline
Ørngreen, R., Buhl, M. & Meyer, B., 2019, Proceedings of the 18th European Conference on e-Learning ECEL: 2019 Copenhagen: Abstracts and Conference Materials. Ørngreen, R., Buhl, M. & Meyer, B. (eds.). Academic Conferences and Publishing International, p. 3-4 ( Proceedings of the European Conference on e-Learning ).
Research output: Contribution to book/anthology/report/conference proceeding › Conference abstract in proceeding › Research › peer-review

Open Access
File

Cite this

@inproceedings{da9aeb2cbeac4891a67d6b64a3085a23,

title = "Investigating use of Moodle at a PBL University: Design Factors and Experiences",

abstract = "This paper presents an empirical study and the resulting design choices from a problem-based learning (PBL) development project at Aalborg University (AAU) entitled {"}Learner-Centred Moodle Course Design: Design Factors, Differences in Perceptions and Best Practices.{"} In relation to this study, the following research questions are explored: What characterises the current use of Moodle at AAU? How can teachers use Moodle to support PBL activities? The empirical investigation took place in 2018 and was comprised of a literature review; a survey of 345 students{\textquoteright} experiences of Moodle in conjunction with a nomination for the best Moodle course; an analysis of the 178 nominated courses; and interviews with four university teachers, about their use of Moodle. During the investigation, it was found that many existing activities at AAU focus more on sharing information and teaching materials and less on the students{\textquoteright} PBL activities and projects. This finding is intriguing, as PBL comprise the pedagogical foundation of AAU, but use of Moodle does not reflect this. The investigation found several reasons for the lack of PBL in Moodle, and explore them in full in the paper. ",

keywords = "Moodle, Problem-based learning (PBL), Higher Education, Review, Design",

author = "Rikke {\O}rngreen and Knudsen, {Sara Paasch} and Ditte Kolb{\ae}k and Jensen, {Rune Hagel Skaarup}",

year = "2019",

doi = "10.34190/EEL.19.144",

language = "English",

isbn = "978-1-912764-42-6",

pages = "444--452",

editor = "Rikke {\O}rngreen and Mie Buhl and Bente Meyer",

booktitle = "Proceedings of the 18th European Conference on e-Learning",

publisher = "Academic Conferences and Publishing International",

note = "18th European Conference on E-learning (ECEL) ; Conference date: 07-11-2019 Through 08-11-2019",

url = "https://www.academic-conferences.org/conferences/ecel/ecel-call-for-papers/",

}

Ørngreen, R , Knudsen, SP, Kolbæk, D & Jensen, RHS 2019, Investigating use of Moodle at a PBL University: Design Factors and Experiences. in R Ørngreen, M Buhl & B Meyer (eds), Proceedings of the 18th European Conference on e-Learning. Academic Conferences and Publishing International, Reading, UK, pp. 444-452, 18th European Conference on E-learning (ECEL), Copenhagen, Denmark, 07/11/2019. https://doi.org/10.34190/EEL.19.144

Investigating use of Moodle at a PBL University: Design Factors and Experiences. / Ørngreen, Rikke ; Knudsen, Sara Paasch; Kolbæk, Ditte et al.
Proceedings of the 18th European Conference on e-Learning. ed. / Rikke Ørngreen; Mie Buhl; Bente Meyer. Reading, UK: Academic Conferences and Publishing International, 2019. p. 444-452.

Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review

TY - GEN

T1 - Investigating use of Moodle at a PBL University

T2 - 18th European Conference on E-learning (ECEL)

AU - Ørngreen, Rikke

AU - Knudsen, Sara Paasch

AU - Kolbæk, Ditte

AU - Jensen, Rune Hagel Skaarup

N1 - Conference code: 18

PY - 2019

Y1 - 2019

N2 - This paper presents an empirical study and the resulting design choices from a problem-based learning (PBL) development project at Aalborg University (AAU) entitled "Learner-Centred Moodle Course Design: Design Factors, Differences in Perceptions and Best Practices." In relation to this study, the following research questions are explored: What characterises the current use of Moodle at AAU? How can teachers use Moodle to support PBL activities? The empirical investigation took place in 2018 and was comprised of a literature review; a survey of 345 students’ experiences of Moodle in conjunction with a nomination for the best Moodle course; an analysis of the 178 nominated courses; and interviews with four university teachers, about their use of Moodle. During the investigation, it was found that many existing activities at AAU focus more on sharing information and teaching materials and less on the students’ PBL activities and projects. This finding is intriguing, as PBL comprise the pedagogical foundation of AAU, but use of Moodle does not reflect this. The investigation found several reasons for the lack of PBL in Moodle, and explore them in full in the paper.

AB - This paper presents an empirical study and the resulting design choices from a problem-based learning (PBL) development project at Aalborg University (AAU) entitled "Learner-Centred Moodle Course Design: Design Factors, Differences in Perceptions and Best Practices." In relation to this study, the following research questions are explored: What characterises the current use of Moodle at AAU? How can teachers use Moodle to support PBL activities? The empirical investigation took place in 2018 and was comprised of a literature review; a survey of 345 students’ experiences of Moodle in conjunction with a nomination for the best Moodle course; an analysis of the 178 nominated courses; and interviews with four university teachers, about their use of Moodle. During the investigation, it was found that many existing activities at AAU focus more on sharing information and teaching materials and less on the students’ PBL activities and projects. This finding is intriguing, as PBL comprise the pedagogical foundation of AAU, but use of Moodle does not reflect this. The investigation found several reasons for the lack of PBL in Moodle, and explore them in full in the paper.

KW - Moodle

KW - Problem-based learning (PBL)

KW - Higher Education

KW - Review

KW - Design

U2 - 10.34190/EEL.19.144

DO - 10.34190/EEL.19.144

M3 - Article in proceeding

SN - 978-1-912764-42-6

SP - 444

EP - 452

BT - Proceedings of the 18th European Conference on e-Learning

A2 - Ørngreen, Rikke

A2 - Buhl, Mie

A2 - Meyer, Bente

PB - Academic Conferences and Publishing International

CY - Reading, UK

Y2 - 7 November 2019 through 8 November 2019

ER -

Investigating use of Moodle at a PBL University: Design Factors and Experiences

Abstract

Conference

Keywords

Access to Document

AUB Link

Fingerprint

Projects

MCD: Learner-Centered Moodle Course Design: Design Factors, Differences in Perceptions, and Best Practices

Research output

ECEL Preface

Flipped Classroom: A Renewal Opportunity or a Pedagogical Cul-De-Sac?

Keynote Outline

Cite this