Using Moodle’s interactive tools in problem-based learning to enhance collaborative learning: an explanatory sequential mixed methods research
Abstract This study explored learners’ experience in an online problem-based learning (PBL) Moodle class. Additionally, an assessment of the PBL approach in enhancing collaborative learning was done to evaluate its effectiveness in eLearning. Lastly, the researchers make recommendations for an effec...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-06-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00607-2 |
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| Summary: | Abstract This study explored learners’ experience in an online problem-based learning (PBL) Moodle class. Additionally, an assessment of the PBL approach in enhancing collaborative learning was done to evaluate its effectiveness in eLearning. Lastly, the researchers make recommendations for an effective adoption of PBL in Moodle. To achieve this, an explanatory sequential mixed methods research study was employed. In the first phase, Moodle log searches were carried out to measure some of the commonly used tools. An analysis of data findings from the Moodle logs was triangulated with survey questionnaires disseminated to online teachers and learners. In the second phase, qualitative data was collected through Key Informant Interviews (KIIs) with teachers to assess the Moodle tools used and their interactivity. Findings indicate that the Assignment tool was the most frequently used by both learners (23.4%) and teachers (18.1%), followed by Video Conferencing, Discussion Forums, and Quizzes. Moodle log analysis confirmed these trends, revealing that Multiple-choice questions were the predominant assessment type (68.9%). Qualitative findings highlight that effective interactions depended on teacher strategies, with learners preferring external platforms like WhatsApp and Zoom over Moodle for collaboration. Despite challenges posed by large class sizes, learners and teachers reported perceived improvements in teamwork, confidence, and problem-solving skills, suggesting PBL has potential benefits in online learning. However, the study faced limitations, including the inability to isolate Moodle-specific impacts due to the use of external platforms and blended learning environments. Additionally, technical and infrastructure constraints, such as internet connectivity and device access, were not extensively examined but likely influenced participation levels and collaboration outcomes. These insights underscore the need for improved facilitation strategies and better integration of Moodle tools to support collaboration in online PBL environments. Further research is needed to measure actual learning gains. |
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| ISSN: | 2731-5525 |