Background
Online educational technologies (OET) offer both value and challenges to teachers and learners. However, effective integration of OET creates constructivist pedagogies “where learning involves thought processes and active methodologies” (Mugliett, 2019, p. 66).
Value to teachers
OET such as Moodle (Modular Object-Oriented Dynamic Learning Environment) and Learnline learning management systems (LMS) offer teachers ongoing formative assessment that provides “automated and on-demand feedback for students and educators” (Giang & Cuong, 2021, p. 3), and a large-scale learner-centered education (Lee, et al., 2018, pp. 1226-1227). Therefore, teachers become “mediators, facilitators and designers of learning situations” (Cabero-Almenara et al., 2019, p. 26).
Challenges to teachers
Challenges include rapid technology changes considered perpetual newness (Mayhills, 2016, p. 67), insufficient support and training (Mugliett, 2019, p. 65), and insufficient “consultation between education technology developers and educators in relation to understanding pedagogy behind the use of the technology” (Wibrow et al., 2020, p. 14). For example, an organisation may move from Learnline to Ultra meaning that teachers will have to use the new version of the LMS, which they did not have an input in the development.
Value to learners
LMSs such as Moodle and Learnline offer learners personalised learning that facilitates competency-based learning where learners progress according to their ability (Lee, et al., 2018, pp. 1226-1227) and provide a different way of communication (interactive and multimedia content) with the teacher and other students from different locations (Cosgun Ögeyik, 2017, p. 503). For example, Moodle is smartphone friendly giving students flexibility to attend and participate in online activities (Wibawa et al., 2020, p. 4).
Challenges to learners
Challenges include self-motivation and discipline, reduced social interaction, sense of learner isolation leading to anxiety and frustration, and requires technical ability (Lee et al, 2016, p. 19). Therefore, learners require appropriate support to succeed in online learning.
References
Cabero-Almenara, J., Arancibia. M. L., & Del Prete, A. (2019). Technical and didactic knowledge of the moodle LMS in higher education beyond functional use. Journal of New Approaches in Educational Research, 8(1), 25-33. http://dx.doi.org/10.7821/naer.2019.1.327
Cosgun Ögeyik, M. (2017). The effectiveness of PowerPoint presentation and conventional lecture on pedagogical content knowledge attainment. Innovations in Education & Teaching International, 54(5), 503-510. https://doi.org/10.1080/14703297.2016.1250663
Giang, N. T. H., & Cuong, L. H. (2021). Evaluating feasibility and effectiveness of digital game-based instructional technology. International Journal of Emerging Technologies in Learning (iJET), 16(16), 4-20. https://doi.org/10.3991/ijet.v16i16.23829
Lee, D., Huh, Y., Lin C-Y, & Reigeluth, C. M. (2018). Technology functions for personalised learning in learner-centered schools. Educational Technology Research and Development, 66(5), 1269-1302. https://doi.org/10.1007/s11423-018-9615-9
Lee, P., Sun, S., Law, R., & Lee, A. H. (2016). Educational technology in hospitality management programs: adoption and expectations. Journal of Teaching in Travel & Tourism, 16(2), 116-142. https://doi.org/10.1080/15313220.2015.1121795
Mayhills, D. (2016). Preparing for a future that has already arrived: improving teacher well-being through educational technology. The Australian Education Leader, 38(3), 66-69. https://search.informit.org/doi/epdf/10.3316/informit.407166132159783
Moodle. (n.d.). Moodle App Image. https://download.moodle.org/mobile/
Mugliett, K. (2019). Virtual professional development: transformation to tech-savvy teachers in class? International Journal of Home Economics, 12(2), 65-75. https://search-informit-org.ezproxy.csu.edu.au/doi/10.3316/informit.871916961407136
Wibawa, S. C., Martiningsih, N.G.A.G.E., Handoyo, E., & Johan, A. (2020). Moodle mobile development in enjoyable learning in computer system subjects. IOP conference series. Materials Science and Engineering, 830(3), 1-7. https://doi.org/10.1088/1757-899X/830/3/032017
Wibrow, B., Circelli, M., & Korbel, P. (2020). VET’s response to Industry 4.0 and the digital economy: what works. NCVER. https://www.ncver.edu.au/__data/assets/pdf_file/0034/9660436/VETs-response-to-Industry-4.0.pdf