1. The experiences of university lecturers and students in the use of the hybrid MOODLE approach in the delivery and learning process
RUBY HANSON & JOYCE NSIAH ASANTE UNIVERSITY OF EDUCATION, WINNEBA. GHANA

2. Introduction
Response to worldwide/university-wide move to develop skills in educational technology
Massification- Scott, (1995); Trow (2003); UNESCO (2003)
UEW’s strategic plan on ICT
UEW/PHEA-ETI partnership training of lecturers
To encourage lecturers to mount courses online (in hybrid mode) using MOODLE

3. Approaches to delivering Courses
Traditional face to face mode
Hybrid mode (MOODLE)
Online mode
Hybrid courses / blended learning are a mix of active face-to-face and online courses
Hybrid courses reduce pressure on classrooms and introduces flexibility into teaching/learning & pave way for pure online courses

4. MOODLE
Acronym for Modular Object Oriented Dynamic Learning Environment
A web-based LMS that enables remote teaching and learning and supplements traditional learning

5. Design of Online Courseware
Develop course manual
Get Lesson/Lecture notes
Web links and e-activities
Total number of hours available apportioned between two modes
Provision of academic and technical help
Gagne’s (1965) instructional design principles and Salmon’s 5-stages of e- learning employed

6. UEW MOODLE Structure UEW house style information page included
Course title
Course description
Course outcomes
Introduction
Get-in-touch Platform
Main glossary
Feedback Platform
Notes on Moodle icons and how to walk through

7. Purpose of Study
explore the impact of the hybrid approach on students’ learning.
find out some of the challenges students faced in their learning as they used the hybrid approach.
examine lecturers’ views on the implementation of the hybrid Moodle

8. Research Questions
How did the hybrid Moodle influence students’ learning?
What were students’ challenges in the use of the hybrid approach?
What were lecturers’ views on the implementation of the hybrid Moodle?

9. Methodology Exploratory research design - Phenomenology
Population/ Sample
- 10 lecturers in the design
6 conveniently interviewed
168/48 students purposively sampled & interviewed over12- week period
Instrument
Observation
Interview

10. Analysis Data analysed descriptively
into experiential themes to bring out the strengths and weaknesses of the Hybrid MOODLE

11. Results/Findings Increased learner engagement with course content
Students’ responses
Increased learner engagement with course content
Enhanced learners’ ICT competence
Exposure to variety of learning resources
Exposure to different teaching styles
Increased collaboration/socialisation
Enhanced cognition
Enhanced reflection

12. Results – Students’ challenges
Inadequate computers/ ICT Labs
Inadequate ICT skills
Interruptions in internet supply
Hesitation to explore MOODLE platforms
Work overload
Timelines

13. Lecturers’ Views Results /Findings
Enhanced writing and computer skills
Easy assessment of courses
Harness technology for easy feedback
Flexibility in teaching
Cater for large student base
Monitoring of students’ participation

14. Results- Lecturers’ challenges
Balance between technical demands and pedagogical goals
Practicalities in design and course delivery
Time constraints
Uploading of large files
Loss of roles (DRHEA, 2009)

15. Conclusion UEW Strategic Plan 4 achieved
Faculty’s use of ET improved with PHEA-ETI programme
Capacity of Faculty to design and develop courses using instructional design principles enhanced
Improved instructional practices and general pedagogy
Paradigm shift in favour of student-centred learning
Authentic assessment

16. Recommendation
More courseware to be developed and deployed online by lecturers
UEW strategic Plan for developing online courseware enforced
Provision of computers/ Laboratories/ technical help to lecturers and students
Basic ICT training to be provided for lecturers and students intermittently
Provision of a bigger and more efficient bandwidth/ internet service by UEW

17. THANK YOU