PHENOMENOLOGICAL STUDY OF KNOWLEDGE AND USE OF MOODLE ELECTRONIC LEARNING PLATFORM AMONG ELECTRONIC TUTORS IN DISTANCE LEARNING CENTRE, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA
PHENOMENOLOGICAL STUDY OF KNOWLEDGE AND USE OF MOODLE ELECTRONIC LEARNING PLATFORM AMONG ELECTRONIC TUTORS IN DISTANCE LEARNING CENTRE, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA
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Date
2024-02
Authors
SANUSI, Aliyu Babalola
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Abstract
This phenomenological study explored the experiences of e-tutors at Ahmadu Bello University's
Distance Learning Centre; specifically focused on their knowledge and use of the Moodle elearning
platform. Five research objectives pertaining to the lived experiences, information
sources, challenges, technical support, and influencing factors associated with the use of Moodle.
Qualitative research methodology, Interpretivist research paradigm and phenomenological
research design were adopted for the study. Nine (9) e-tutors selected through purposive sampling
were used as study sample. Structured interview was used as instrument and data was analyzed
using interpretative phenomenological analysis. Findings revealed that e-tutors perceive Moodle
as a flexible and convenient tool for teaching and learning, aiding in overcoming barriers, and
enhancing the learning experience. Digital platforms and training programs emerged as primary
sources of information, with an active technical team providing essential support. Study
identified challenges are technical issues, communication barriers, and connectivity challenges,
leading to a nuanced understanding of factors affecting the platform's usage. Through in-depth
interviews and careful analysis, a comprehensive understanding emerged regarding the
multifaceted dimensions that shape the interactions between tutors and this e-learning platform.
Moodle is a dynamic tool that not only facilitates content delivery but also shapes the
pedagogical approaches employed by electronic tutors. This study recommends among others that
the management of Distance Learning Centre, Ahmadu Bello University should invest in
comprehensive and ongoing professional development programmes that focus on building the
technological proficiency and instructional design skills of e-tutors. This will empower them to
maximize the flexible and convenient features of the Moodle platform for effective teaching and
learning.
Description
A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES,
AHMADU BELLO UNIVERSITY, ZARIA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF THE DOCTOR OF PHILOSOPHY DEGREE IN LIBRARY AND INFORMATION
SCIENCE