International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VIII, August 2022 | ISSN 2454–6186
Irene C. Gumiran
Rizal Technological University, Philippines
Abstract: – This study portrays the respondents’ profile in assessing Moodle utilization, particularly its features, accessibility, security, and usability. This also adopted quantitative data collection and analysis methods, specifically descriptive data analysis. The data were collected thru an online survey using a researcher-made instrument, that is, the survey questionnaire from the population of the College of Education, Rizal Technological University, Philippines, with a purposive sampling for the selection of respondents. The study employed weighted mean as the tool in the statistical treatment for parts 1-2 questionnaires and Inductive/Deductive processes of qualitative thematic analysis for the part 3 questionnaire. The findings indicated that the Moodle features are for proficient users with smartphones/tablets who prefers to stay at home. Regarding the extent of Accessibility, the respondents are navigating Moodle 3-5 times a week for two years. At the same time, the Security and Usability utilization of Moodle was rated as Likely by the respondents, which means that the respondents found it to be very efficient and successful. Offering training that goes beyond knowing how to use technology and addresses the effectiveness and efficiency of teaching and learning with technology is one of the recommendations for schools adopting Moodle.
Keywords: Assessment, Accessibility, Flexible Learning, Moodle LMS, Security, Usability
I. INTRODUCTION
Teachers in the 21st century understand that today’s students are very different from those who have come before them. As a result of their capacity for knowledge gathering, today’s learners call for changes in the classroom more quickly than any previous generation. Learning Management System like Moodle provides users with on-demand access to the material, tools, training, information, and support they need to improve the relevance and effectiveness of learning using both personal and institutional technology. Learning is the process of learning new knowledge, behaviors, skills, attitudes, or preferences or changing and reinforcing ones already held. In connection with Flexible Learning [1], there are several types of flexible learning, in which educational ideas and systems emphasize giving students more choice, comfort, and personalization to suit their needs. Flexible learning, in particular, gives students options for when, where, and how learning takes place. Flexible learning strategies are frequently created using an entire spectrum of educational theories, ideologies, and techniques to give learners the chance to access knowledge and experience, offer suggestions and opinions, and communicate with teachers