Table.2 Trend analysis
From: A systematic review on trends in using Moodle for teaching and learning
No | Theme | Sub-theme | Definition of sub-themes |
|---|---|---|---|
1 | Moodle features | Comparing Moodle with other LMSs | Compares Moodle features with other learning management systems |
| Â | Moodle tools for student activities | Explains/analyses videos/virtual tours embedded to Moodle, Moodle survey tools, Moodle workshop (for peer assessments), e-portfolios, Moodle lessons, Moodle Quizzes, Moodle discussion forums, and tool 'wiki' as education content | |
2 | Curriculum development | Course design | Discusses online course materials or online course developments |
| Â | Â | Design framework | Discusses designing programs (multiple courses) OR upper-level architecture design such as web browser, app server platform development OR teacher training OR quality assurance |
|  |  | Teachers’ perspectives | Investigates teachers' perspectives, experiences, attitudes of online teaching |
3 | Learning focus | Adaptive content | Discusses computer-aided interactive content for self-online learning which includes e-learning systems that automatically adapt/generate content based on student preferences and personalities |
| Â | Â | Learning styles | Discusses active learning, reflective processing or sensing, intuitive perception or visual, verbal representation or sequential, global understanding |
| Â | Â | Critical thinking | Discusses enhancing student thinking ability |
| Â | Â | Collaborative learning | Discusses group work and online peer assessment |
| Â | Â | Problem/project-based learning | Describes students solving complex problems or online student projects |
4 | Assessment | Formative assessment | Discusses online formative assessments (non-graded) |
| Â | Â | Summative assessment | Discusses online summative assessments (graded) |
| Â | Â | Marking and feedback | Discusses grading and providing feedback to formative/summative online assessments |
| Â | Â | Online examinations | Discusses online examinations |
5 | Ethics | Security and privacy issues | Discusses cybersecurity, data protection, user authentications |
| Â | Academic integrity issues | Discusses cheating and plagiarisms associated with online exams and assessments | |
6 | Technical developments | Application of Moodle Analytics | Discusses Moodle's in-build analytical tools and how these tools and/or user login data can be used for education research/educational content development |
| Â | Software development and adaptation | Discusses new software developments to complement/improve Moodle OR how to use existing software along with Moodle to improve user experiences | |
7 | Research approach and method | Quantitative | Seeks to quantify a phenomenon relevant to online teaching and learning |
| Â | Qualitative | Involves descriptive data collection, providing richness of students', teachers', or other stakeholders' thoughts and experiences | |
| Â | Mixed method | Involves both quantitative and qualitative methods | |
8 | Student success indicators | Student performance | Measures student performance based on their grades |
| Â | Â | Student engagement | Measures student engagement of online materials based on whether students engaged in an activity, number of hits (views/attempts) for online activity, how long students have been engaged in a specific activity. Or analyses student behaviours, attitudes, and perceptions of online learning |
| Â | Â | Student satisfaction | Investigates student satisfaction and motivation towards online learning |