You are here:

Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?

, American International School, Hong Kong ; , The University of Hong Kong, Hong Kong

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


This study examines how social engagement in an online learning environment (OLE) can transform teachers’ perceptions of their own pedagogical practices. Data was collected over a ten-month period, as a group of five teachers at an international school in Hong Kong were learning to use Moodle to create blended learning environments. Participants ranged from new teachers in their first year of work, to experienced teachers with over ten years on the job. The data examined in this paper came from an online semi-structured interview. The findings indicate that teachers with more teaching experience may have more confidence to use OLEs in a constructivist way. In this study, OLEs, especially with the use of Web 2.0 tools, were expected to provide a process for negotiation of student control and expression in a way that motivates students and supports learning.


Knutzen, B. & Kennedy, D.M. (2008). Can Learning to Use Moodle Alter Teachers’ Approaches to Teaching?. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3809-3818). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from .


View References & Citations Map


  1. Bain, J., & McNaught, C. (1996). Academic’s educational conceptions and the design and impact of computer software in higher education. In C. McBeath & R. Atkinson (Eds.), The learning superhighway. New world? New worries! Proceedings of the Third International Interactive Multimedia Symposium. (pp. 56–59). Perth,
  2. Bennett, S. & Lockyer, L. (2004). Becoming an online teacher: Adapting to a changed environment for teaching and learning in higher education. Educational Media International, 41(3), 231–248.
  3. Biggs, J. (1989). Approaches to the enhancement of tertiary learning. Higher Education Research and Development, 8(1), 7–25.
  4. Biggs, J.B. (2003). Teaching for quality learning at university (2nd ed.). Buckingham: Society for Research into Higher Education& Open University Press.
  5. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42.
  6. Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65–80.
  7. Dougiamas, M. (2007). Philosophy. Retrieved December 18, 2007, from Dougiamas, M., & Taylor, P.C. (2003). Moodle: Using learning communities to create an open source course management system. In D. Lassner& C. McNaught (Eds.), ED-MEDIA 2003 (pp. 171–178). Proceedings of
  8. Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory. Chicago: Aldine. Kennedy, D.M. (2005a). Challenges in evaluating Hong Kong students’ perceptions of Moodle. In H. Goss (Ed.), Balance, fidelity, mobility. Maintaining the momentum? (pp. 327–336). Proceedings of the 22nd annual
  9. Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of educational technology (2nd ed.). London: Routledge Falmer.
  10. Lincoln, Y., & Guber, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publication.
  11. Littlewood, W., & Liu, N.F. (1996). Hong Kong students and their English. Hong Kong: Hong Kong University/ Macmillan.
  12. McNaught, C., Cheng, K.F., & Lam, P. (2006). Developing evidence-based criteria for the design and use of online forums in higher education in Hong Kong. In N. Lambropoulos & P. Zaphiris (Eds.). User-centered design of online learning communities (pp. 161–184). Hershey, PA: Information Science Publishing.
  13. McNaught, C., & Lam, P. (2005). Building an evaluation culture and evidence base for e-learning in three Hong Kong universities. British Journal of Educational Technology, 36(4), 599–614.
  14. Mezirow, J. (1997). Transformative learning: Theory to practice.p In P. Cranton (Ed.). Transformative learning in action: Insights from practice. New Directions for Adult and Continuing Education No. 74,(pp. 5-12). San
  15. Reeves, T.C. (1992). Effective dimensions of interactive learning systems. In A. Holzl & D. Robb (Eds.), Finding the Future: ITTE ’92. Proceedings of the Information Technology for Training and Education Conference. (pp. 99-113). Lucia, Brisbane: University of Queensland.
  16. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
  17. Wills, S., & McNaught, C. (1996). Evaluation of computer based learning in higher education. Journal of Computing in Higher Education, 7(2), 106–128.
  18. Zemsky, R. & Massy, W.F. (2004) Thwarted innovation: What happened to eLearning and Why. University of Pennsylvania, The Learning Alliance. Retrieved December 18, 2007, from

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact