Browsing by Author "Mwengwa, Doris"

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    Usability and user experience of Moodle learning management system into higher learning of Tanzania
    (NM-AIST, 2022-08) Mwengwa, Doris
    According to previous works, Learning Management Systems (LMSs) have been facing obsolete rendering barriers such as accessibility of the system due to network disruption and bandwidth expenses, Digital literacy, user’s perception towards the use of an online LMS in taking a course, policies towards E-learning acceleration and support, Information literacy, technological barriers, lack of relevant technical training and assistance in using LMS for the instructors, LMS’s lack the ability to cater for the cultural differences, navigational issues, and misrepresentation of contents and insufficient content and credible resources. This study applied a mixed methodology and data collection was carried online, with sample survey of open and closed ended questionnaires and online interviews. Sampling technic used was snowball and the case of convenience which involved 338 participants inclusive of 112 facilitators/teachers and 226 students. Identified prominent existing barrier by users was navigational issues, and misrepresentation of contents, which associated user experience and usability issues, using an open and free learning management system Moodle, a “Jifunze kwa Moodle” prototype was created. Assessment was conducted to identify tools to be applied and improve user experience and usability in the final prototype of the “Jifunze Kwa Moodle” platform using Rapid Application Development. Online teaching and learning tools such as H5P and BigBlueButton were integrated into the platform to entice interaction between facilitator and students. The platform was shared, and only 20 users had accomplished the tasks assigned, thus 6 facilitators and 14 students. Users assessed the platform through task-based scenarios so as to accommodate responses and improve the platform, tasks such as initiating a class using H5P and BigBlueButton were essential for the instructors and students had to attend some sessions. Conclusively this study opens up the opportunity to engage in making learning management systems user friendly, interactive and simpler using online teaching and learning tools to accommodate different users’ need.