László Berényi
ABSTRACT
Digitalization of education has been emphasized of interest for decades. The COVID-19 pandemic created conditions that demanded rapid changes in teaching and learning methods. An adequate preparedness was often lacking, but we can take the situation as an experiment that offers the experience to promote effective e-learning. The study focuses on Moodle, the most popular system for supporting learning worldwide. Its applicability is beyond dispute, but several factors may influence the utilization level and satisfaction locally. The goal of the study is to compare the utilization and satisfaction with Moodle before and during the pandemic. The differences allow exploring the effects of the forced use of the system. The results in this paper are based on a voluntary survey among public service students. The survey includes evaluating the tools of acquiring a curriculum for exploring some aspects of the learning habits. Furthermore, the functions, design, supporting role, and utilization are investigated. The sample consists of 100 responses before and 100 responses during the pandemic situation, randomly selected. All respondents are students at the Ludovika University of Public Service. The results show a moderate change in most factors. Time spent in Moodle has remarkably increased, and its role has been appreciated in the communication between students and teachers. Satisfaction has increased about the usability of the system, but its design, speed, and customization options are judged worse. Moodle's appropriateness for learning support is confirmed by the study. Since the purpose of Moodle is to support effective learning, the supply-side of Moodle-based learning must be strengthened, including teachers’ competencies in exploiting the opportunities. Long-term benefits can be promoted by a higher level of integration with other educational systems.
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Index Terms
- Use of Moodle among public service students: pandemic effects
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