Abstract
In the current Information Age, technology is taking the lead in moving teaching and learning beyond that which was once viewed as typically didactic approach to knowledge acquisition. The outcome of this research paper have explored the importance of MOODLE learning platform and its contribution in promoting flexible teaching, and the need for supported action (through bespoke CPD) to assist teachers / tutors develop differentiated learning resources that has a dual purpose of improving flexibility in learning and assessment outcomes for students. There is also the need to foster collaborative working partnership between curriculum areas through management intervention in appointing dedicated ILT Champions to increase teacher confidence in developing interactive teaching and learning resources. In order to make MOODLE learning platform an effective medium for the enhancement of teaching and learning, it is recommended that management incorporate into the college strategic plan(s), a focused induction at the beginning of the academic year for students to familiarise themselves with relevant features of learning / interactive tools available on the platform.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.Notes
That is from home or with the use of a hand-held facility like tablets or even a mobile phone.
According to Jackson (2015), M-Learning is a common phenomenon used by researchers in the current Information Age, in which all aspects of people's lives is determined by access to portable devices of some sort [e.g., iPad, Smartphones, etc.].
Meta-analysis as used in this case refers to a method that uses statistical techniques to combine results from different studies and obtain a quantitative estimate of the overall effect of a particular intervention or variable on a defined outcome—i.e., it is a statistical process for pooling data from many clinical trials to glean a clear answer. Meta-analysis produces a stronger conclusion than can be provided by any individual study. In http://medical-dictionary.thefreedictionary.com/meta-analysis (Accessed: 16/2/201).
FELTAG – this group was established in 2013 by the Secretary of State for Education
Ibid
Ibid
Stakeholders as used in this situation incorporates students who are on the receiving end and professionals on the other hand as distributor of knowledge and finally, strategic leaders who makes decision.
CTK learning platform
Methodology in the context of this study is described as the process by which inquiry into the topic is pursued through a decision about different methods (Rajasekar et al. 2013).
Research is a way of enquiry that seeks to explore a topic or concept that is currently unknown to the researcher or needing further clarification using various approaches / methods of investigation.
Theme ONE on the teacher interview analysed table teacher interview. These include relevant information like course handbook, detailed breakdown of Scheme of work covering in most cases, the entire duration of the course delivery in the academic year, examination materials like Past Papers and Mark Scheme
OFSTED (2014). The New OFSTED Framework 2014.
This is a type of lesson observation, but done informally to ensure learning is taking place in lessons.
21st Century Learners [Online]. Biesta, the Trivium and the unavoidable responsibility of teaching. Available at: <http://21stcenturylearners.org.uk/?p=492>. [Accessed: 28th February, 2015]
References
Attwell, G. & Hughesm, J. (2010). Pedagogic approaches to using technology for learning: literature review. Available at: <http://webarchive.nationalarchives.gov.uk/20110414152025/http:/www.lluk.org/wp-content/uploads/2011/01/Pedagogical-appraches-for-using-technology-literature-review-january-11-FINAL.pdf> [Accessed: 2 Feb 2015].
Becta (2006). The ICT and e-learning in FE survey 2006: key findings. Available at: <http://bee-it.co.uk/Guidance%20Docs/Becta%20Files/Reports%20and%20publications/90a%20ICT%20and%20e-learning%20in%20Further%20Education%20-%20Key%20Findings.pdf> [Accessed: 1 Feb 2015].
Biesta, G. J. J. (2011). Good education in an age of measurement: Ethics, politics, and democracy (Interventions: Education, Philosophy, and Culture). UK: Paradigm Publisher.
Bingimlas, K. A. "Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature." EURASIA Online 5 [3] (2009): 235-245. Available at: <http://www.ejmste.com/v5n3/eurasia_v5n3_bingimlas.pdf> [Accessed: 16th February, 2015].
Brown, A., & Dowling, P. (2001). Doing Research/Reading Research: Re-Interrogating Education: A Mode of Interrogation for Education. London: Routledge.
Bryman, A. (n/d). Triangulation. Available at: <http://www.referenceworld.com/sage/socialscience/triangulation.pdf>. Accessed: 29 Aug 2015.
Higgins, S., Xiao, Z., & Katsipatari, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation (Full Report), Durham University. Available at: <https://larrycuban.files.wordpress.com/2013/12/the_impact_of_digital_technologies_on_learning_full_report_2012.pdf> [Accessed: 15 Feb 2015].
Jackson, E. A. (2015 - forthcoming) M-Learning Devices and their impact on Postgraduate Researchers Scope for improved Integration in the Research Community.
Joseph, J. E. "The barriers of using eduction technology for optimising the educational experience of learners." TOJNED 3 (2) (2013): 51-57. TOJNET Online. Available at: <http://www.tojned.net/pdf/v03i02/v03i02-06.pdf> [16th February 2015].
Judges (2011). The ILT Report: A comprehensive collection of comments about the useof Information Learning Technology (ILT), includingVirtual Learning Environments (VLEs), inFurther Education (FE) and Sixth Form CollegeOfsted Reports from inspections carried out in 2010. Available at: <http://judgesconsulting.co.uk/zN8HYdngzQufmgntSU2PgkwGJrAu9FR6x9WppPrAu9FRThe%20ILT%20Report_CC.pdf> [Accessed: 2 Feb 2015].
Laurillard, D., & Deepwell, M. (2014). ATL Survey on the effective use of learning technology in education. Available at: <https://www.alt.ac.uk/sites/alt.ac.uk/files/public/ALTsurvey%20for%20ETAG%202014.pdf> [Accessed: 16 Feb 2015].
OFSTED (2014). Inspecting Schools: Framework 2014. Available at: <https://www.gov.uk/government/publications/the-framework-for-school-inspection> [Accessed: 12 Mar 2015].
O’Leary, M. (2014a). Classroom observation: A guide to the effective classroom of teaching and learning. London: Routledge.
O’Leary, M. (2014b). To grade or not to grade? The use of lesson observation in assessing and understanding teaching and learning. Available at: <http://www.academia.edu/5929707/To_grade_or_not_to_grade_The_use_of_lesson_observation_in_assessing_and_understanding_teaching_and_learning>. Accessed: 25 Aug 2015.
Quality Improvement Agency (2008). Skills Check: Assessment for Learning, Initial Assessment and Diagnostic Assessment (Online). Available at: <http://sflip.excellencegateway.org.uk/pdf/4.2sflguidance_3.pdf> [Accessed; 18 Feb 2015].
Rajasekar, S., Philominathan, P. & Chinnathambi, V. (2013). Research methodology (Online). <Available at: http://arxiv.org/pdf/physics/0601009.pdf> [Accessed: 18 Feb 2015].
Robson, C. (1997). Real world research: A resource for social scientists and practitioner-researchers (2nd ed.). UK: Blackwell Publisher.
Steps (2007). Study of the impacts of technology in primary schools: Executive summary). Available at: <http://eacea.ec.europa.eu/llp/studies/documents/study_impact_technology_primary_school/01_executive_summary_steps_en.pdf> [Accessed: 3 Jan 2015].
Striker, L., & Pollock, C. (2003). Optimising the interaction of children with information and communication technology (Citation). Available at: http://espace.library.curtin.edu.au/cgi-bin/espace.pdf?file=/2009/08/27/file_1/129062 [Accessed: 16 Feb 2015].
TLRP (2006). Improving teaching and learning in schools: a commentary by the teaching and learning research programme. Available at: <http://www.tlrp.org/pub/documents/TLRP_Schools_Commentary_FINAL.pdf> [Accessed 31 Jan 2015].
Acknowledgments
To start with, I am very grateful to the ‘Education and Training Foundation (ETF)’ for the opportunity provided to me in the capacity as a ‘Research Fellow’. I am particularly grateful to management at Christ the King College (CTK) for allowing time remission (three residential stay at the University of Sunderland) to engage with fellow researchers, and to my colleagues at CTK and students, for their time spent in responding to questions and airing concerns about their usage of MOODLE technology. Last but not least, to the SUNCETT team at the University of Sunderland for their fantastic input throughout the process leading up to the annual RDF conference held in London on the 9th July 2015.
Author information
Authors and Affiliations
Corresponding author
Additional information
A doctoral researcher at the Centre of West African Studies [researching Forest Policy, Livelihood and Governance] and an affiliate member of the Chartered Institute Forest. Also a teacher of ICT and an action researcher in the area of learning technology.
Appendix
Appendix
Rights and permissions
About this article
Cite this article
Jackson, E.A. Impact of MOODLE platform on the pedagogy of students and staff: Cross-curricular comparison. Educ Inf Technol 22, 177–193 (2017). https://doi.org/10.1007/s10639-015-9438-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-015-9438-9