The greater the online participation, the better the learning achievement? A study of integrating Moodle into learning

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Abstract

This study aimed to explore the relationship between students’ online participation in Moodle and their learning achievement. Participants in the study were 78 undergraduate full-time students who were enrolled in a general education course entitled “Digital Citizenship” at a higher education institute in Hong Kong. They were required to choose from and participate in different types of Moodle activities including information access (e.g., reading online supplementary resources), interactive learning (e.g., running online simulations), networked learning (e.g., discussing in online forums), and materials development (e.g., writing reflective journals). The online participation of a student was measured by the number of completed activities, while the learning achievement of a student was determined by his/her essay grade. This study applied the Partial Least Squares (PLS) method to the collected data in order to identify whether there was a link between online participation and learning achievement. The results indicate that online participation in networked learning or in materials development, but not in information access nor in interactive learning, was positively and significantly related to learning achievement. This finding highlights the importance of social interaction and individual constructivism for effective online learning. Copyright © 2015 Springer-Verlag Berlin Heidelberg.
Original languageEnglish
Title of host publicationTechnology in education: Transforming educational practices with technology
EditorsKam Cheong LI, Tak-Lam WONG, Simon K. S. CHEUNG, Jeanne LAM, Kwan Keung NG
Place of PublicationBerlin
PublisherSpringer Berlin Heidelberg
Pages136-144
ISBN (Electronic)9783662461587
ISBN (Print)9783662461570
DOIs
Publication statusPublished - 2015

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participation
learning
student
constructivism
general education
Hong Kong
citizenship
simulation
interaction
resources
education

Citation

Cheng, G., & Chui, H. L. (2015). The greater the online participation, the better the learning achievement? A study of integrating Moodle into learning. In K. C. Li, T.-L. Wong, S. K. S. Cheung, J. Lam, & K. K. Ng, Technology in education: Transforming educational practices with technology (pp. 136-144). Berlin: Springer Berlin Heidelberg.

Keywords

  • Online participation
  • Learning achievement
  • Learning management system