Teachers' and Students' Perception Regarding the Use of Moodle

Douglas Legramante

, Ana Azevedo

and José Manuel Azevedo

Federal Institute of Rondônia, Vilhena Campus, Rondônia, Brazil

CEOS.PP, ISCAP, Polytechnic of Porto, Porto, Portugal

Keywords: e-Learning, Virtual Learning Environment, Moodle, Perception, Students, Teachers.

Abstract: This paper seeks to analyse the perceptions of students and teachers regarding the factors that influence

satisfaction and the intention to continue using Moodle. An approach that integrates DeLone and McLean's

Information Systems Success Model to Davis' Technology Acceptance Model is used. The two models are

widely used in research related to the context of e-learning. A quantitative methodological approach was

assumed, based on the post-positivist paradigm. Data collection was carried out employing a self-administered

questionnaire developed in Google Forms. Descriptive analysis techniques were applied for the data analysis

of 144 valid questionnaires. The results showed that teachers and students have a positive perception of the

ease of use and usefulness of Moodle, besides evidencing those users are satisfied and intend to continue

using Moodle. This research contributes to the formation of knowledge about the perception of Moodle users

as support for classroom teaching, providing helpful information for educational institutions, researchers,

managers, administrators, and designers of e-learning systems.

1 INTRODUCTION

With the development of Information and

Communication Technologies (ICT) and the

popularisation of the Internet, the use of Learning

Management Systems (LMS), also known as Virtual

Learning Environments (VLE), have been gradually

growing in educational institutions. VLE has been

used as a space to contribute and support the

development of the teaching and learning process,

meeting the needs and contemplating each

individual's pace who actively participates in that

process.

In Brazil, the use of VLE, such as Moodle, to offer

distance or semi-attendance education has been

significantly expanded (Cardoso, 2016) after the

approval of the Law of Directives and Bases of

Education (LDB) nº 9394/96, which regulates the

practices of Distance Education (DE) in regular

education, and the Ordinances 2253/01 and 4059/04

of the Ministry of Education (MEC), which allow

educational institutions to offer up to 20% of the

workload of their courses with no presential

https://orcid.org/0000-0002-5725-2589

https://orcid.org/0000-0003-0882-3426

https://orcid.org/0000-0001-6951-4278

activities. Many Higher Education Institutions (HEI)

have adopted VLE in their pedagogical projects

(Bedregal-Alpaca et al., 2019), both in online courses

and for support to face-to-face courses, stimulating

the use of new technologies and ways of learning

beyond the confines of the classroom.

Within the Federal Institute of Education, Science

and Technology of Rondônia (IFRO), the Vilhena

Campus was a precursor in the implementation of

Moodle. Since 2015 it has been used to complement

the workload of integrated technical courses, with the

offer of up to 20% of the workload in VLE. In the

following years, the model was also implemented in

the other undergraduate courses of the Campus. From

March 2020, with the advent of the new Covid-19 and

the consequent adoption of remote learning, the

classes were taught entirely in distance learning

format, with content and materials being made

available through Moodle. However, aspects of how

Moodle is used and its users' perceptions have never

been formally investigated so far within the

institution.

Given the above, this study has as the main

objective to analyse the perceptions of students and

Legramante, D., Azevedo, A. and Azevedo, J.

Teachers’ and Students’ Perception Regarding the Use of Moodle.

DOI: 10.5220/0011121800003182

In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 1, pages 523-532

ISBN: 978-989-758-562-3; ISSN: 2184-5026

523

teachers regarding the factors that influence the

satisfaction and the intention to continue using

Moodle. In addition, we also seek to analyse the

frequency of use of Moodle activities and resources,

by teachers, in undergraduate courses in IFRO -

Campus Vilhena.

The structure for the rest of the paper is the

following. Firstly, some related topics are introduced.

Next, the methodology is described. Results are

presented and discussed in the following sections.

The article finishes with the conclusion.

2 RELATED TOPICS

2.1 Virtual Learning Environment

(MOODLE)

For its flexibility and customisation (Batista, 2016),

VLE enable synchronous (when it happens in real-

time) and/or asynchronous (when it does not happen

in real-time) interaction in face-to-face, distance or

semi-presence courses or subjects (Sebastião, 2015;

Sobreira, 2013). They can also be used to provide

content or materials and allow the management of

courses (Sebastião, 2015).

WebCT, developed by Murray Goldberg in 1996,

was the world's first successful VLE for higher

education. It was used by more than 10 million

students at its peak in over 2,500 universities in 80

countries (UBC Computer, 2004). Currently, several

systems of this category are available in the market,

emphasising Blackboard, of commercial nature, and

Moodle, a free and open-source system that allows

adaptations or modifications in its code (Batista,

2016). Moodle, an acronym for Modular Object-

Oriented Dynamic Learning Environment, is a

platform created to support the processes of teaching

and learning at a distance, developed in 1999 by

educator and computer scientist Martin Dougiamas in

his doctoral research at the Science and Mathematics

Education Centre, Curtin University of Technology,

Perth, Australia. Currently, Moodle is the most used

VLE globally, standing out as an important tool to

support the teaching and learning process (Costa et

al., 2017). Currently, with version 3.10, Moodle has

261 million users, 35 million courses and 179,000

sites in 243 countries (Moodle, 2020). Moodle allows

the simulation of various classroom situations,

providing a set of activities and resources that enable

and optimise synchronous and asynchronous

interaction between teachers and students (Sebastião,

2015). Despite this, previous research indicates that

the platform's resources and activities are under-

utilised, i.e. not used or used by a minimal number of

teachers (Badia et al., 2019; Batista, 2016; Rodrigues,

2020).

2.2 Factors Related to Satisfaction and

Continuity of Moodle Use

Davis' (1989) Technology Acceptance Model (TAM)

is the most widely used theory in e-learning

acceptance research, with 86% of studies using this

model as a base theory (Šumak et al., 2011). TAM has

been configured as one of the most used models in

studies that aim to explain and predict the individual

acceptance of technologies based on users'

perceptions (Al-Azawei et al., 2017; Pires & Costa

Filho, 2008; Šumak et al., 2011; Surendran, 2012).

TAM has been widely extended, employing different

variables. It has also been used successfully to explain

usefulness and use in different contexts, including e-

learning (Al-Fraihat et al., 2020; Surendran, 2012.

Studies conducted in the context of e-learning

systems have used TAM to predict the usefulness,

intention to use and usage of e-learning systems. (Al-

Fraihat et al., 2020). Thus, TAM constitutes an

adequate model to study the factors that influence

users' decision to use a specific e-learning technology

(Šumak et al., 2011). However, Bedregal-Alpaca et

al. (2019) highlight the need to add to TAM other

external variables that directly influence perceived

usefulness and ease of use.

After reviewing 180 research articles, published

from 1981 to 1987, DeLone and McLean (1992)

constituted a model to measure the success of

Information Systems (IS) (Al-Fraihat et al., 2020).

The model relates the aspects of system quality and

information quality with the use and satisfaction of

the user concerning the system and considers that

these factors affect the individual and organisational

impacts caused by the use of the system. After ten

years, the model was revised. DeLone and McLean

(2003) found theoretical evidence that service quality

positively influences user use and satisfaction and is

also a determinant of success (Cidral et al., 2018).

Although this model was developed in an

organisational context (Dağhan & Akkoyunlu, 2016),

researchers have adopted it, including in e-learning

systems. This was made either partially, entirely, in

extended form, or integrated with another model to

estimate various information systems' success, use,

and continuity (Wang & Chiu, 2011).

The literature review demonstrated that TAM is

the most widely used theory in e-learning. It is also

widely extended, being used as the base theory in

most studies. However, TAM seeks to determine and

A2E 2022 - Special Session on Analytics in Educational Environments

524

explain acceptance and use but not assess user

satisfaction. Hence, integration with the IS Success

Model proves valid since this model has also been

adopted in the e-learning contexts.

3 METHODOLOGY

This research proposes several variables that result

from the integration of the variables of TAM (1989)

and the variables information quality and satisfaction

of the IS Success Model (2003) to analyse the

perception of students and teachers of undergraduate

courses in IFRO - Campus Vilhena, regarding the

satisfaction and the intention to continue using

Moodle. Table 1 presents the definition of each of the

analysed variables. The study adopted a quantitative

approach. Data collection was conducted by means of

a self-administered questionnaire developed in the

Google Forms tool made available to participants via

the Internet. The data collection instrument was based

on the IS Success Model (DeLone & McLean, 2003)

and TAM (Davis, 1989). It encompasses five

variables, as stated in table 1, namely Quality of

Information (QI), Perceived Ease Of Use (PEOU),

Perceived Usefulness (PU), User Satisfaction (US),

and Behavioural Intention to use (BI).

Table 1: Definition of the analysed variables.

Definitio

Model/Author

Quality of the information

that the system can store,

deliver or

roduce.

IS Success Model

(DeLone &

McLean, 2003

)

PEOU

The degree to which a

person believes that using a

particular system would be

free of effort.

TAM (Davis,

1989; Davis et al.,

1989) e TAM 2

(Venkatesh &

Davis, 2000).

The degree to which a

person believes that using a

particular system would

enhance his or her job

erformance.

TAM (Davis,

1989; Davis et al.,

1989)

The degree to which a

person believes that using a

particular system will

improve their job

erformance.

IS Success Model

(DeLone &

McLean, 2003).

Users' intention regarding

the continued use of the

information s

stem.

TAM (Davis,

1989; Davis et al.,

1989

)

Notes: Quality of Information (QI); Perceived Ease Of Use

(PEOU); Perceived Usefulness (PU); User Satisfaction (US);

Behavioural Intention to use (BI).

Two data collection instruments were designed

because some questions regarding the

characterisation of the participants were specific to

each of the categories (teachers and students). Both

questionnaires were composed of two sections. The

first section comprises a set of questions regarding the

characterisation of the participants. The second

section integrates the various statements referring to

the five variables under analysis (see appendix). For

the sample characterisation, we considered aspects

such as gender, age, ICT domain and frequency of

Moodle use, common to all participants; marital

status and occupation, exclusive to students; training

base, degree, teaching time and frequency of use of

Moodle resources, exclusive to teachers. In order to

ensure the suitability and correct context of the

present research, the statements were developed from

previous studies related to e-learning (Al-Fraihat et

al., 2020; Chiu et al., 2005; Dağhan & Akkoyunlu,

2016; Davis et al., 1989; DeLone & McLean, 2003;

Pereira et al., 2015; Roca et al., 2006; Venkatesh et

al., 2003) and adapted to the context of this study,

besides being adjusted according to the target

audience of each instrument; since, according to

Davis et al. (1989), the analysis of the adoption of a

technology or innovation should be adjusted to the

context to which it is submitted. All statements that

comprise the questionnaire were arranged in a Likert

scale of 5 points, with the anchors being "Strongly

Disagree" and "Strongly Agree", being "Neutral or

Uncertain" the intermediate position. On a Likert

scale, the participant is asked to respond to each of

the statements in varying degrees of agreement or

disagreement. Each answer receives its own

numerical score to measure the respondent's

favourable or unfavourable attitude. Thus, it is

possible to measure attitudes, perceptions, and know

the respondent's degree of agreement with the

proposed statements in the survey instrument

(Kothari, 2004).

The population comprised 76 teachers and 201

students of higher education courses of IFRO -

Campus Vilhena. The choice of this institution was

based on the convenience and judgment of the

researcher; therefore, it was not probabilistic. A

simple random sample technique was used since the

questionnaire was sent to all individuals in the

population. Therefore, each subject had an equal

opportunity to be included in the sample (Prodanov,

2013).

Data were analysed by applying descriptive

statistical techniques using IBM SPSS Statistics (v.

26).

Teachers’ and Students’ Perception Regarding the Use of Moodle

525

4 RESULTS

4.1 Sample Characterisation

The final sample consisted of 144 (n = 144) valid

questionnaires, 44 from teachers and 100 from

students, corresponding to a net response rate of

57.89% and 49.75%, respectively. The total net

response rate was 51,99%

4.2 Teachers' Characterisation

The percentage of male teacher respondents was

65.9%, while only 34.1% were female. As for the age

group, teachers aged between 36 and 45 comprised

40.9% of the sample, followed by teachers aged

between 26 and 35 (34.1%). Concerning their higher

education background, 50% of the teachers hold a

licentiate degree, followed by 34.1% who hold a

bachelor's degree. About post-graduate degrees,

45.5% of the respondents hold a Master's degree, and

only 25% of the teachers hold a PhD. Regarding the

length of time working as a teacher, most teachers

(52.3%) have more than eleven years of experience.

Finally, only 2.3% of the teachers consider they have

insufficient mastery in ICT use. We also investigated

which Moodle resources and activities are most used

by teachers. According to the results illustrated in

Figure 1, the most frequently used activities are

assignment and quiz. Most teachers never or rarely

used glossary, workshop, and database activities.

Figure 1: Activities.

As illustrated in Figure 2, the most frequently

used resources are file and URL. Notably, book is the

resource used less frequently by most teachers.

Figure 2: Resources.

4.3 Students' Characterisation

As for the students, there was a higher representation

of women, totalling 67% of the sample. Regarding

marital status, most (63%) were single, while only

29% were married. Regarding occupation, 50% of the

respondents did not work. As to the age group,

respondents aged 18 to 25 formed the majority,

comprising 61% of the sample. Only 3% of the

respondents considered they had insufficient mastery

of ICT use. Finally, 46% of students used Moodle

daily, and 44% used Moodle a few times a week.

4.4 Teachers' and Students'

Perceptions on using Moodle

To verify whether teachers and students have a

negative or a positive perception of the five

considered variables, an analysis of the frequency of

teachers' and students' responses to the statements

that make up each variable was carried out.

Considering the scale used, the answers in levels 1

and 2 (Strongly Disagree (SD) and Disagree (D),

respectively) indicate a negative perception; the

answers in levels 4 and 5 (Agree (A) and Strongly

Agree (SA), respectively) indicate a positive

perception; and the answers in level 3 (N) indicate

neutrality or indecision.

The results of the frequency analysis of

teachers' answers (Table 2) show that most teachers

positively evaluated the quality of information

(48.5%), perceived ease of use (57.2%), perceived

usefulness (53.8%), user satisfaction (65.2%) and

intention to continue using (78.8%).

0 5 10 15 20 25 30 35 40 45

Database

Chat

Glossary

Workshop

Forum

Choice

Lesson

Quis

Assignment

Never Seldom Sometimes

Frequently Always

0 5 10 15 20 25 30 35 40 45

Book

Folder

Page

Label

URL

File

Never Seldom Sometimes

Frequently Always

A2E 2022 - Special Session on Analytics in Educational Environments

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Table 2: Frequency and Percentage of Teachers’ Answers.

Item SD D N A SA Mean Median Mode

QI1 6 (13,6%) 8 (18,2%) 7 (15,9%) 19 (43,2%) 4 (9,1%) 3,16 4 4

QI2 7 (15,9%) 9 (20,5%) 9 (20,5%) 16 (36,4%) 3 (6,8%) 2,98 3 4

QI3 1 (2,3%) 5 (11,4%) 9 (20,5%) 24 (54,5%) 5 (11,4%) 3,61 4 4

QI4 0 (0,0%) 6 (13,6%) 10 (22,7%) 25 (56,8%) 3 (6,8%) 3,57 4 4

QI5 2 (4,5%) 12 (27,3%) 15 (34,1%) 12 (27,3%) 3 (6,8%) 3,05 3 3

QI6 1 (2,3%) 15 (34,1%) 14 (31,8%) 12 (27,3%) 2 (4,5%) 2,98 3 2

QI 17 (6,4%) 55 (20,8%) 64 (24,2%) 108 (40,9%) 20 (7,6%) - - -

PEOU1 1 (2,3%) 10 (22,7%) 3 (6,8%) 18 (40,9%) 12 (27,3%) 3,68 4 4

PEOU2 1 (2,3%) 15 (34,1%) 10 (22,7%) 12 (27,3%) 6 (13,6%) 3,16 3 2

PEOU3 1 (2,3%) 5 (11,4%) 11 (25,0%) 22 (50,0%) 5 (11,4%) 3,57 4 4

PEOU4 1 (2,3%) 9 (20,5%) 11 (25,0%) 19 (43,2%) 4 (9,1%) 3,36 4 4

PEOU5 0 (0,0%) 11 (25,0%) 9 (20,5%) 15 (34,1%) 9 (20,5%) 3,50 4 4

PEOU6 1 (2,3%) 9 (20,5%) 5 (11,4%) 24 (54,5%) 5 (11,4%) 3,52 4 4

PEOU 5 (1,9%) 59 (22,3%) 49 (18,6%) 110 (41,7%) 41 (15,5%) - - -

PU1 4 (9,1%) 9 (20,5%) 10 (22,7%) 17 (38,6%) 4 (9,1%) 3,18 3 4

PU2 4 (9,1%) 6 (13,6%) 10 (22,7%) 18 (40,9%) 6 (13,6%) 3,36 4 4

PU3 5 (11,4%) 7 (15,9%) 9 (20,5%) 18 (40,9%) 5 (11,4%) 3,25 4 4

PU4 4 (9,1%) 6 (13,6%) 15 (34,1%) 14 (31,8%) 5 (11,4%) 3,23 3 3

PU5 3 (6,8%) 12 (27,3%) 10 (22,7%) 14 (31,8%) 5 (11,4%) 3,14 3 4

PU6 1 (2,3%) 3 (6,8%) 4 (9,1%) 26 (59,1%) 10 (22,7%) 3,93 4 4

PU 21 (8,0%) 43 (16,3%) 58 (22,0%) 107 (40,5%) 35 (13,3%) - - -

US1 3 (6,8%) 4 (9,1%) 3 (6,8%) 31 (70,5%) 3 (6,8%) 3,61 4 4

US2 2 (4,5%) 8 (18,2%) 7 (15,9%) 21 (47,7%) 6 (13,6%) 3,48 4 4

US3 4 (9,1%) 11 (25,0%) 4 (9,1%) 22 (50,0%) 3 (6,8%) 3,20 4 4

US 9 (6,8%) 23 (17,4%) 14 (10,6%) 74 (56,1%) 12 (9,1%) - - -

BI1 1 (2,3%) 3 (6,8%) 4 (9,1%) 26 (59,1%) 10 (22,7%) 3,93 4 4

BI2 0 (0,0%) 1 (2,3%) 10 (22,7%) 22 (50,0%) 11 (25,0%) 3,98 4 4

BI3 0 (0,0%) 5 (11,4%) 4 (9,1%) 22 (50,0%) 13 (29,5%) 3,98 4 4

BI 1 (0,8%) 9 (6,8%) 18 (13,6%) 70 (53,0%) 34 (25,8%) - - -

Notes: Quality of Information (QI); Perceived Ease Of Use (PEOU); Perceived Usefulness (PU); User Satisfaction (US);

Behavioral Intention to use (BI). Strongly Disagree (SD); Disagree (D); Neutral or Uncertain (N);

Agree (A); Strongly

Agree (SA).

In addition, most of the items that make up each

of the variables have a mean, median and mode above

3, which also indicates a positive perception. Despite

having the same mean (2.98, below 3, thus

corresponding to a negative perception), items QI2

and QI6 have different modes, revelling different

perceptions. Analysing each item individually, we

observed that the item QI2 has a mean of 2.98,

however, a mode of 4, which reveals a positive

perception of most teachers regarding the ease of

navigation through Moodle.

Item QI6 has a mean of 2.98 and a mode of 2,

which indicates a negative perception of most

teachers about Moodle to offer information that is

easy to be understood. Item PEOU2 (I find it easy for

Moodle to do what I want it to do), despite having a

mean of 3.16, has a mode of 2, which shows that most

teachers had a negative perception about this item.

Teachers’ and Students’ Perception Regarding the Use of Moodle

527

The items PU6 and BI1 had proportionally the highest

level of agreement (81.8%) from the teachers,

followed by BI3 (79.5%), US1 (77.3%) and BI2

(75%). QI5 and PU4 obtained the highest number of

neutral or undecided answers (34.1%). QI2, QI6 and

PEOU2 had the highest discordant answers (36.4%),

followed by US3 and PU5 (34.1%).

Similarly, the results of the frequency analysis of

student responses (Table 3) indicate that most

students also positively evaluated the items related to

information quality (48.8%), perceived ease of use

(66.3%), perceived usefulness (63.2%), user

satisfaction (59.4) and intention to continue using

(57.7%). All items that make up each of the variables

had a mean, median and mode above 3.

Table 3: Frequency and Percentage of Students’ Answers.

Item SD D N A SA Mean Median Mode

QI1 8 (8%) 16 (16%) 39 (39%) 30 (30%) 7 (7%) 3,12 3 3

QI2 8 (8%) 14 (14%) 34 (34%) 28 (28%) 16 (16%) 3,30 3 3

QI3 3 (3%) 12 (12%) 26 (26%) 42 (42%) 17 (17%) 3,58 4 4

QI4 5 (5%) 6 (6%) 30 (30%) 41 (41%) 18 (18%) 3,61 4 4

QI5 5 (5%) 15 (15%) 32 (32%) 36 (36%) 12 (12%) 3,35 3 4

QI6 5 (5%) 13 (13%) 36 (36%) 32 (32%) 14 (14%) 3,37 3 3

QI 34 (5,7%) 76 (12,7%) 197 (32,8%) 209 (34,8%) 84 (14,0%) - - -

PEOU1 0 (0%) 6 (6%) 10 (10%) 61 (61%) 23 (23%) 4,01 4 4

PEOU2 1 (1%) 7 (7%) 23 (23%) 54 (54%) 15 (15%) 3,75 4 4

PEOU3 2 (2%) 18 (18%) 31 (31%) 41 (41%) 8 (8%) 3,35 3 4

PEOU4 1 (1%) 9 (9%) 26 (26%) 52 (52%) 12 (12%) 3,65 4 4

PEOU5 3 (3%) 12 (12%) 23 (23%) 56 (56%) 6 (6%) 3,50 4 4

PEOU6 2 (2%) 9 (9%) 19 (19%) 53 (53%) 17 (17%) 3,74 4 4

PEOU 9 (1,5%) 61 (10,2%) 132 (22,0%) 317 (52,8%) 81 (13,5%) - - -

PU1 2 (2%) 5 (5%) 20 (20%) 59 (59%) 14 (14%) 3,78 4 4

PU2 2 (2%) 10 (10%) 27 (27%) 50 (50%) 11 (11%) 3,58 4 4

PU3 2 (2%) 15 (15%) 34 (34%) 39 (39%) 10 (10%) 3,40 3 4

PU4 5 (5%) 12 (12%) 41 (41%) 33 (33%) 9 (9%) 3,29 3 3

PU5 3 (3%) 4 (4%) 11 (11%) 62 (62%) 20 (20%) 3,92 4 4

PU6 2 (2%) 7 (7%) 19 (19%) 55 (55%) 17 (17%) 3,78 4 4

PU 16 (2,7%) 53 (8,8%) 152 (25,3%) 298 (49,7%) 81 (13,5%) - - -

US1 3 (3%) 9 (9%) 33 (33%) 49 (49%) 6 (6%) 3,46 4 4

US2 4 (4%) 12 (12%) 25 (25%) 50 (50%) 9 (9%) 3,48 4 4

US3 3 (3%) 13 (13%) 20 (20%) 56 (56%) 8 (8%) 3,53 4 4

US 10 (3,3%) 34 (11,3%) 78 (26,0%) 155 (51,7%) 23 (7,7%) - - -

BI1 2 (2%) 11 (11%) 19 (19%) 59 (59%) 9 (9%) 3,62 4 4

BI2 2 (2%) 16 (16%) 30 (30%) 45 (45%) 7 (7%) 3,39 4 4

BI3 3 (3%) 13 (13%) 31 (31%) 43 (43%) 10 (10%) 3,44 4 4

BI 7 (2,3%) 40 (13,3%) 80 (26,7%) 147 (49,0%) 26 (8,7%) - - -

Notes: Quality of Information (QI); Perceived Ease Of Use (PEOU); Perceived Usefulness (PU); User Satisfaction

(US); Behavioral Intention to use (BI). Strongly Disagree (SD); Disagree (D); Neutral or Uncertain (N);

Agree (A);

Strongly Agree (SA).

A2E 2022 - Special Session on Analytics in Educational Environments

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The item PEOU1 presented proportionally the

highest number of agreeing to answers (84%) among

the students, followed by PU5 (82%) and PU1 (73%).

The statement PU4 had the highest number of neutral

or undecided answers (41%). QI1 and QI2 had the

highest number of answers with disagreements (24%

and 22%, respectively).

5 DISCUSSION

The results of the frequency analysis, performed with

IBM SPSS Statistics, showed that although only 2.3%

of the teachers considered that they had insufficient

mastery in the use of ICT, most of the activities and

resources in Moodle are never or rarely used. The

results indicated that assignment and quiz were the

most used activities. This finding confirms the results

of Badia et al. (2019). In contrast, the study of Batista

(2016) showed that forum is the most used activity,

followed by assignment, with quiz appearing only in

the third position. Regarding resources, our results

showed that file and URL are the most used ones,

partially contrasting with the findings of Badia et al.

(2019). As seen, the findings do not follow a

uniformity, which may indicate that the choice of

which resource to use may be associated with the type

of course, the profile of the teacher, the objectives of

the curricular unit and the domain of the teacher with

respect to the use of the resources provided by

Moodle.

The frequency analysis of the participants'

answers showed that, in general, the PEOU variable

stood out as the best evaluated by students, followed

by PU, US and BI. Regarding the teaching staff, the

items referring to the BI variable had the most

positive evaluations, followed by US, PEOU and PU.

These results show a positive perception of students

and teachers regarding the ease of use and usefulness

of Moodle, besides demonstrating that users are

satisfied and intend to continue using Moodle,

supporting the findings of previous studies (Carvalho

Neto, 2009; Chiu et al., 2005; Pereira et al., 2015).

However, despite also having a positive assessment,

the QI variable had the worst performance compared

to the other variables due to many neutral/uncertain

answers. This result may indicate that the statements

were not clear enough and thus generated doubts in

the participants, which suggests that an improvement

for these items should be considered.

6 CONCLUSION

In addition to contributing to the formation of

knowledge about the perception of students and

teachers about the factors that influence the

satisfaction and intention to continue using Moodle as

VLE to support classroom teaching in undergraduate

courses in IFRO - Campus Vilhena, this study also

allowed participants to express their opinions about

the use of this platform.

The results of the descriptive analysis reflect a

positive perception of teachers and students regarding

the ease of use and usefulness of Moodle, besides

evidencing that users are satisfied and intend to

continue using Moodle. Despite this, most activities

and resources available in Moodle are never or rarely

used by teachers. Thus, the educational institution

should define strategies to monitor the specific needs

of each teacher and, based on the teaching and

learning objectives of each curricular unit, promote

training actions to maximise the use of all resources

and Moodle activities.

These findings may be useful for researchers and

professionals in the area, by providing information

that can contribute to the management and

incremental improvement of the use of Moodle, as

support for classroom teaching. Besides providing

subsidies for the planning of pedagogical actions,

contributing to the improvement of the teaching and

learning process.

Furthermore, institutions should conduct periodic

surveys with users to identify problems and

limitations and thus seek continuous improvement in

Moodle use. Thus, this research is expected to be a

driver for further research aimed at analysing users'

perceptions regarding the use of Moodle in the

institution.

Although the results are encouraging and helpful,

the present study, like any research, has its limitations

that require future research.

The sample studied is limited to students and

teachers of undergraduate courses of only one public

educational institution, so the results cannot be

generalised. Thus, we suggest that future research

study and compare larger populations from different

levels of education (primary, secondary, technical,

undergraduate and post-graduate) of public and

private institutions.

The fact that this study was conducted in a period

of remote classes due to the Covid-19 pandemic

should also be considered, as this condition may have

affected the participants' perceptions. Furthermore,

responses to this study were voluntary and, therefore,

inevitably subject to self-selection variance.

Teachers’ and Students’ Perception Regarding the Use of Moodle

529

Finally, the participants' responses represent

cross-sectional data, i.e., measuring users'

perceptions at a single point in time. Hence,

perceptions may change with increasing user

experience over time. Thus, additional longitudinal

studies are recommended.

The study of the linear causal relationships among

the latent variables of the model obtained from the

integration of TAM and IS Success Models, through

the use of Structural Equation Modeling analysis, is

also planned to be implemented in the near future.

ACKNOWLEDGEMENT

This work is financed by portuguese national funds

through FCT - Fundação para a Ciência e Tecnologia,

under the project UIDB/05422/2020

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APPENDIX

Survey Items

Code Statement Adapted from

Perceived Ease Of Use (PEOU)

PEOU1 Learning to use Moodle is easy for me. (Davis, 1989; Roca et al., 2006)

PEOU2 I find it eas

for Moodle to do what I want it to do.

(

Davis, 1989

)

PEOU3 M

interaction with Moodle is clear and understandable.

(

Davis, 1989; Roca et al., 2006

)

PEOU4 I find interactin

with Moodle flexible

(

Davis, 1989

)

PEOU5 It is easy for me to become skilled in using Moodle. (Davis, 1989; Roca et al., 2006)

PEOU6 Overall, I find Moodle easy to use. (Davis, 1989; DeLone & McLean, 2003)

Perceived Usefulness (PU)

PU1 Usin

Moodle allows me to

et tasks done more

uickl

(

Davis, 1989; Venkatesh & Davis, 2000

)

PU2

Using Moodle improves my performance at work. (Teachers)

Using Moodle improves my academic performance. (Students)

(Davis, 1989; Roca et al., 2006)

PU3 Usin

Moodle increases m

roductivit

(

Davis, 1989

)

PU4

Use of Moodle increases my effectiveness at work. (Teachers)

Using Moodle increases my learning effectiveness. (Students)

(Davis, 1989; Roca et al., 2006)

PU5

The use of Moodle facilitates my work. (Teachers)

Using Moodle, it is easier to follow and study the course material.

(Students)

(Davis, 1989)

PU6

Overall, I find Moodle useful for my work. (Teachers)

Overall, I fin

Moodle useful for my learning. (Students)

(Davis, 1989; Roca et al., 2006)

Quality of Information (QI)

QI1 Moodle's la

out and user interface are user friendl

(Chiu et al., 2005; Pereira et al., 2015)

QI2 Moodle is eas

to navi

ate around.

QI3 Moodle offers the resources I need.

QI4 I feel comfortable using the resources offered by Moodle.

QI5 Moodle offers comprehensive information.

QI6 Moodle offers information that is easy to understand.

User Satisfaction (US)

US1

I am satisfied with the experience of using Moodle. (Chiu et al., 2005; Dağhan & Akkoyunlu,

2016)

US2

I am satisfied with Moodle's performance. (Al-Fraihat et al., 2020; Chiu et al., 2005;

han & Akko

unlu, 2016

)

US3 Moodle meets my educational needs. (Al-Fraihat et al., 2020)

Behavioral intention to use (BI)

BI1

I intend to continue using Moodle frequently. (Teachers)

I intend to use Moodle in my studies often. (Students)

(Chiu et al., 2005; Venkatesh et al., 2003)

BI2

I anticipate that I will continue to use Moodle in my daily life.

(Teachers)

I anticipate that I will use Moodle in my day to day studies.

(

Students

)

Teachers’ and Students’ Perception Regarding the Use of Moodle

531

Code Statement Ada

ted from

BI3

I have plans to continue using Moodle in the future. (Teachers)

I have

lans to use Moodle in m

studies in the future.

(

Students

)

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