Moodle-Based Learning: Motivating and Demotivating Factors

Authors

  • Tatiana Yurievna Aikina National Research Tomsk Polytechnic University 30, Lenin Avenue, Tomsk, Russia, 634050
  • Liudmila Mikhailovna Bolsunovskaya National Research Tomsk Polytechnic University 30, Lenin Avenue, Tomsk, Russia, 634050

DOI:

https://doi.org/10.3991/ijet.v15i02.11297

Keywords:

Moodle, collaborative learning, English language learning, e-learning, innovative approach

Abstract


Over the past 10 years, a lot of universities worldwide have designed different online courses available to their students. The emergence of online courses makes Higher Education a more flexible and elastic concept. The present paper documents a qualitative study that examines motivating and demotivating factors in using Moodle for English language learning in higher schools. The survey encompasses data collected from 137 students and 20 teachers in a higher technical school (Russia) with a focus on students’ and teachers’ perception of Moodle-based learning. Analysis of the obtained data reveals a set of factors concerning pedagogical, technical, management approaches towards Moodle implementation. The results suggest further development of positive experiences and minimizing demotivating factors in online learning environment.

Author Biographies

Tatiana Yurievna Aikina, National Research Tomsk Polytechnic University 30, Lenin Avenue, Tomsk, Russia, 634050

associate professor at the Division for Foreign Languages

Liudmila Mikhailovna Bolsunovskaya, National Research Tomsk Polytechnic University 30, Lenin Avenue, Tomsk, Russia, 634050

associate professor at the Division for Foreign Languages

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Published

2020-01-29

How to Cite

Aikina, T. Y., & Bolsunovskaya, L. M. (2020). Moodle-Based Learning: Motivating and Demotivating Factors. International Journal of Emerging Technologies in Learning (iJET), 15(02), pp. 239–248. https://doi.org/10.3991/ijet.v15i02.11297

Issue

Vol. 15 No. 02 (2020)

Section

Short Papers

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