An exploration of experiences in using the hybrid MOODLE approach in the delivery and learning situations at the University of Education, Winneba, Ghana

Abstract

This article summarises experiences in using the hybrid approach in delivering courses online in a teaching university in Ghana. The rationale for moving face-to-face classes online was in response to a University strategic plan to encourage lecturers to use educational technologies to enhance teaching and learning. The design and implementation of the hybrid approach were based on Salmon’s (2002) five-stage model for e-moderation as well as Gagne’s (1965) nine events of instruction. The study used qualitative methods to gather information from six lecturers and 168 students who were all conveniently sampled. Students were of the opinion that the use of the hybrid approach enhanced their ICT competencies as well as their engagement with their course content. Lecturers also had a positive opinion about the hybrid online teaching approach. It was recommended that more courseware be deployed to enable students access as many courses online as possible to enhance their learning and also to help solve the problem of Massification in our Universities,

Keywords: Modular Object-Oriented Dynamic Learning Environment (MOODLE), e-moderation, Virtual Learning Environment (VLE), Learning Management System (LMS)