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This study explored how teachers at a higher education institution in Portugal used Moodle in their courses. The researchers surveyed 35 teachers who used Moodle in different ways - as a supplement to face-to-face courses, in blended courses with significant online components, or in fully online courses. The study found that across all teacher groups, Moodle was mainly used to distribute course content and materials. While teacher training levels varied, perceptions of Moodle's usefulness were generally positive across groups regarding communication, content organization, and educational applications.
![Figure 1. The study Moodle early Early Use by Teachers in Higher Education: An Exploratory Study ,[object Object],[object Object],[object Object],Studies about Moodle usage in Portugal in secondary schools (Lisbôa et al., 2007) and HE Institutions (Magano, Castro & Carvalho, 2008; Lencastre, Vieira & Ribeiro, 2007) stressed that Moodle is mainly used as a content distributing platform and the importance of further teachers training to change practice and to encourage higher quality use. In the course of our research we expect to contribute with useful information for users and educational institutions in the process of using and implementing this kind of platforms. References Lencastre, J. G., Vieira, L. F., & Ribeiro, R. (2007). Estudo das Plataformas de eLearning em Portugal. Lisboa. Retrieved 25 March 2010 from http://www.elearning-pt.com/lms2 Lisbôa, E. S., Jesus, A. G., Varela, A. M., Teixeira, G. H., & Coutinho, C. P. (2007). LMS em Contexto Escolar: estudo sobre o uso da Moodle pelos docentes de duas escolas do Norte de Portugal. Educação, Formação &Tecnologias, 2(1), 44-57. Magano, J., Castro, A. V., & Carvalho, C. V. (2008). O e-Learning no Ensino Superior: um caso de estudo. Educação, formação & Tecnologia, 1(1), 14. ,[object Object]](https://image.slidesharecdn.com/edmediaposteresboo-110616180822-phpapp02/85/Edmedia-poster-1-320.jpg)
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- 5. Fernando Luís Santos (fsantos@almada.ipiaget.org)
- 8. cutting across all groups and considering factors such as communication, repository and educational use. Considering that teachers of groups A and B
- 9. had only basic training about the use of Moodle and group C had a more advanced training it is somewhat surprising that there were no statistically
- 10. significant differences between groups. The early stages of Moodle implementation in the Institution may contribute to explain this result. Figure 2. Reasons for using Moodle Figure 1. Figure 3. Resources usage in Moodle Figure 4. Activities usage in Moodle Question Group A N=24 Median rank Group B N=7 Median rank Group C N=4 Median rank X ² p A. Contact with students is facilitated through the use of synchronous and asynchronous tools 4 4 4.5 .836 .658 B. It is an excellent repository of various types of content 5 4 4.5 1.426 .490 C. Work on Moodle from any location is a plus 5 5 5 .274 .872 D. Work on Moodle at any time that is convenient to me is a plus 5 5 5 .757 .684 E. It's very useful for organizing my classes 2 2 2.5 .724 .696 F. Moodle is very useful to receive assignments from students 4 4 4.5 2.813 .244 G. Help me to save time in the organization of classes 3 3 3 .708 .701 H. Moodle has resources and/or activities to meet the objectives that I propose in my classes 2 2 2 1.630 .442 I. Does not make the relationship between teacher and student impersonal 2 3 2.5 3.047 .217 J. It is flexible in terms of structure 3 3 3 .856 .651 K. It is flexible in terms of content there may arise 2 2 1.5 4.054 .131 L. Working with Moodle is not difficult and/or complicated and doesn’t require specific technical skills 2 2 2.5 1.213 .545 M. The appearance is attractive 2 3 3.5 3.383 .184 N. Moodle has educational use 2 2 1.5 .0453 .977 NS Figure 5. Teachers perceptions on Moodle .