Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers

Autor/inn/en	Ndlovu, Mdutshekelwa C.; Mostert, Ingrid
Titel	Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers
Quelle	In: Africa Education Review, 15 (2018) 2, S.131-151 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndlovu, Mdutshekelwa C.) ORCID (Mostert, Ingrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1241667
Schlagwörter	Blended Learning; Secondary School Teachers; Management Systems; Mathematics Teachers; Teacher Certification; Questionnaires; Teacher Attitudes; Synchronous Communication; Asynchronous Communication; Computer Mediated Communication; Peer Relationship; Feedback (Response); Archives; Access to Computers; Costs; Internet; Learning Experience; Assignments; Foreign Countries; Inservice Teacher Education; Teaching Methods; Mixed Methods Research; South Africa + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fragebogen; Lehrerverhalten; Computerkonferenz; Peer-Beziehungen; Archivwesen; Archiv; Cost; Kosten; Lernerfahrung; Assignment; Auftrag; Zuweisung; Ausland; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this article is to analyse teachers' perceptions of using the modular object-oriented dynamic learning environment (Moodle) platform as a learning management system in a small-scale blended learning (b-learning) Advanced Certificate in Education (ACE) programme for in-service secondary school mathematics teachers in South Africa. It describes how the Moodle platform was used in combination with on-campus and later off-campus contact sessions for a widely dispersed population of 76 in-service mathematics teachers over a four-year period. Qualitative data was gathered by means of a questionnaire with open-ended items, while quantitative data was gathered from the centre's archives. The main findings were that Moodle enabled in-service teachers to experience social, cognitive and teaching presences, through synchronous and asynchronous discussions with peers and facilitators, and a teaching presence by submitting their inquiries and assignments online for facilitators to provide them with answers and feedback. The main obstacles to the integration of Moodle were limited availability of technology, slow speed, and unaffordable cost when available. With increased broadband connectivity Moodle holds the prospect for diversifying b-learning experiences that can support teachers' professional learning outcomes and throughput for distributed populations of practising mathematics teachers, in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01