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All Journal Jurnal Ilmiah Teknik Elektro Komputer dan Informatika (JITEKI) IJECA (International Journal of Education and Curriculum Application) Journal of Education Research Prima Magistra: Jurnal Ilmiah Kependidikan Journal of Educational Technology and Instruction Blockchain, Artificial Intelligence, and Future Research
Olugbade, Damola
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Humanities Computer Science & IT Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Educational Technology and Instruction

 1 
Challenges and Limitations of Moodle LMS in Handling Large-Scale Projects: West-African Universities Lecturers’ Perspective Olugbade, Damola; Ojo, Olayinka Anthony; Tolorunleke, Adebayo Emmanuel
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.71

Abstract

This study investigates the perceptions of lecturers from 11 West African universities about the effectiveness of the Moodle Learning Management System (LMS) in managing large-scale projects. Employing a cross-sectional survey design, data was collected through an online questionnaire encompassing demographic information and evaluations of Moodle LMS. A convenience sampling approach yielded responses from 51 lecturers, and data analysis involved descriptive statistics, t-tests, and ANOVA. The findings indicate that lecturers generally view Moodle LMS positively, citing its user-friendly interface and capacity for fostering collaboration and student engagement. However, areas for enhancement, particularly resource adequacy, were identified. Gender-based disparities were observed, with male lecturers exhibiting a more positive perception of Moodle’s capabilities. Satisfaction levels varied across features, with communication tools, assignment management, and gradebook/assessment tools receiving higher ratings. Overall, lecturers expressed high satisfaction levels, a willingness to recommend Moodle LMS to peers, and contentment with available technical support and training opportunities. Notably, no significant variations in perception emerged among lecturers from different universities using Moodle LMS. These findings offer valuable insights for optimizing the use of Moodle LMS in managing large-scale projects within West African universities, affirming its consistent impact across diverse institutional settings.
Social Media Versus Students’ Learning Outcomes: Insights from a South-West Nigeria University Ojo, Olayinka; Opeloye, Bolanle Amudat; Olugbade, Damola
Journal of Educational Technology and Instruction Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v3i1.82

Abstract

This study investigates the influence of social media on the learning outcomes of undergraduate students at the University of Ibadan, Ilesa campus, South-West Nigeria. Employing a descriptive survey research design, a total of 290 randomly selected undergraduate participants from 200 to 400 levels were included. The research instrument, a self-developed questionnaire titled “Social Media and Students’ Learning Outcomes,” demonstrated good reliability with a Cronbach’s Alpha coefficient of 0.739. Data analysis was conducted using percentage, mean, and ANOVA. The findings indicate that a majority of the participants regarded themselves as moderate to proficient users of social media platforms. Notably, WhatsApp, Facebook, and Instagram emerged as the most favored platforms among university students. Additionally, the study highlights the discernible effects of social media on students’ attitudes, academic performance, and academic interactions. Notably, 99.3% of undergraduates were identified as active social media users. The study concludes that while social media may not inherently enhance students’ attitudes towards learning, its unique features could be strategically leveraged to augment overall learning outcomes. The findings underscore the importance of judiciously incorporating social media as a potential educational tool in the university context. Recommendations are extended to stakeholders for thoughtful consideration when integrating social media into teaching and learning practices.
Co-Authors Ahsan, Md. Hafizi Boriboon, Gumpanat Fatima Zahra Lotfi Firmansyah, Dudi Adi FIRMANSYAH, VERA Gianto Gianto Gunawan, Resky Nuralisa Hamid, Shazia Heris Hendriana Ifedayo, Adu Emmanuel Lotfi, Fatima Zahra Marzuki, Kartini Moreb, Mohammad Mutmainnah, Disa Aisha Natsir, Nasrah Nirwana, Nirwana Ojo, Olayinka Ojo, Olayinka Anthony Ojochegbe, Ameh Timothy Opeloye, Bolanle Amudat Putri, Desy Dwi Qolamani, Khalid Ilias Basheer Risnawati, Anni Rudi Amir, Rudi Silvi Ratnawulan Sri Nurhayati Sri Nurhayati taufikin, taufikin Tolorunleke, Adebayo Emmanuel Yasri, Budi Zulhaq, Briliant Dwi