RESEARCH ARTICLE

 

Exploring ideological-ware as a resource in the use of Moodle in higher education - analysing Covid-19 publications

 

 

Sphesihle Zuma; Bheki Mthembu

School of Education, University of KwaZulu Natal, Durban, South Africa. Email: Sphesihle Zuma - sphehzumah@gmail.com (corresponding), Bheki Mthembu - mthembua@ukzn.ac.za

 

 

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ABSTRACT

Across the globe, the advent of the coronavirus disease (Covid-19) has propelled most sectors to do their business online. Higher education institutions (HEIs) in particular have had to move their teaching and learning online, with Moodle (modular object-oriented dynamic learning environment) reported to be one of the most used platforms internationally. In the context of Covid-19, educational researchers and publications have discussed various ways in which this platform has influenced the three types of curricula, namely: competence curriculum; pragmatic curriculum and performance curriculum. However, there is less emphasis on ideological-ware in the use of Moodle as a teaching and learning resource, which presents a serious challenge and requires systemic debate and reflection. This study uses critical discourse analysis and community of inquiry through purposive and convenience sampling to identify the published documents on the use of Moodle as a teaching and learning resource in the context of Covid-19. Findings indicate that most scholars are advocating that the successful use of Moodle in higher education institutions relies on ensuring that hardware and software resources are available for both lecturers and students. This suggests that HEIs are focusing on the performance and competence-based curriculum, yet limited mention is given to ideological-ware as an important aspect when using Moodle.
CATEGORIES: · Applied Computing ~ Education, e-Learning

Keywords: Higher education; Moodle; ideological-ware; Covid-19; competence curriculum; pragmatic curriculum; performance curriculum

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1 INTRODUCTION

The advent of Covid-19 forced changes in the curriculum systems of higher education institutions across the globe, including developing countries such as South Africa. The changes brought about migration from traditional methods of teaching and learning to online learning. Although many HEIs were accustomed to online learning, Covid-19 drastically enforced changes that needed immediate implementation as there were few other alternatives to continue with effective teaching and learning. Online learning refers to the use of information and communication technology to deliver lectures and share instructional materials (Hassan et al., 2021). As the transformation to online learning took place, a number of articles were published on this required migration instigated by Covid-19. The publications focused on the impact of Covid-19; migration to remote learning; learning opportunities presented by Covid-19; digitalised curriculum; virtual classes, among others.

However, no reviews were found on ideological-ware resource in the use of Moodle in higher education in the context of Covid-19. According to Khoza (2018) ideological-ware resources are ideas, theories and thoughts involved in the use of technological resources when teaching. Ideological-ware resource remains significant in the process of teaching in the sense that these are teaching and learning strategies whereby the facilitator imparts ideas and pedagogical knowledge on the subject matter.

Consequently, without ideological-ware, the teaching and learning process cannot take place. Even though hard-ware resources such as computers; laptops; tablets; overhead projectors; cellphones, etc. may be available, they still require software resources to operate. These soft-ware resources include the internet, videos, and different apps that are used for teaching and learning. However, it is necessary for the teacher to have ideological-ware resources which are ideas and methods on how both these resources can be successfully used to fulfil the role of teaching and learning (Budden, 2016). Amory (2010) correctly argued that teaching is not only about hard-ware or soft-ware resources but is about ideology. Correspondingly, Shulman (1987) shared a similar understanding using a concept of pedagogical comprehension and reasoning, stating that it is essential for successful teaching. In a similar manner, Khoza (2015) disclosed that a curriculum that is driven by hard-ware resources to achieve its aims addresses the needs of the subject content and those of the community as well, whereas a curriculum that is driven by ideological-ware resources addresses the needs of the teacher and student.

Notwithstanding the successes of Moodle in ensuring continued learning despite difficult times, there are yet challenges that need attention. The central challenge faced by lecturers (especially those without previous experience of e-learning) is adapting to new teaching approaches involving the use of technology in their practice. Correspondingly, Mpungose (2017) identified that another challenge could be students not welcoming these new changes which could cause a barrier for students. Furthermore, there could be other obstructions with the infrastructure such as lack of hard-ware and soft-ware resources. Finally, there could also be barriers on the institutional leadership which could engender lack of support.

 

2 MATERIALS AND METHODS

Reviews specifically about exploring ideological-ware as a resource in the use of Moodle in higher education - analysing Covid-19 publications, were not found on Google Scholar and JStor. Nonetheless, there was one identified review by Khoza et al. (2021) 'Exploring the migration to a digitalised curriculum at UKZN'. Even though this review highlighted the essence of ideological-ware, its main focus was on migration to a digitalised curriculum specifically at UKZN. This indicates that there is still a greater need for a study that examines, on a broader scale, digitalised curriculum ideological-ware resources used by HEI academics in teaching during the COVID-19 pandemic. Moreover, when keywords such as 'ideological-ware and Covid-19' were used in the search, several articles by Khoza, Mpungose, Makumane and Nhlongo were listed. These articles commonly advocate for the awareness and importance of performance, competence and pragmatic curriculum, and aligning the curriculum with resources (hard-ware, soft-ware and ideological-ware). It is important to note that even though they are relevant and can be used to generate data to advance this study, they cannot be classified as reviews since they are empirical studies. Thus, this scarcity of reviews on ideological-ware as a resource in the use of Moodle in higher education during Covid-19 presents an opportunity for this study to prevail.

 

3 CONCEPTS AND DEFINITIONS

In the context of this study, higher education institutions (HEIs) refer to organisations such as universities, colleges, and other professional schools that provide post-secondary education or training with a reward of a degree, diploma, or certificate at the end of the course. These institutions enforced digital transformation to complete the curriculum, since global closure of schools was part of measures to maintain social distancing to curb rapid transmission of Covid-19 (Khoza et al., 2021). The pandemic led to the migration from face-to-face methods to online methods of teaching and learning. The Moodle platform was one amongst many learning management systems (LMSs) used by HEIs to create lessons, manage courses, and facilitate lecturer-student interaction (Tang et al., 2021). Moodle is an open-source software online educational platform that provides custom learning environments for lecturers and students. However, to successfully utilise Moodle, the user needs to have hard-ware (physical gadgets), soft-ware (internet, programs, systems to control the hardware) and ideological-ware resources. According to Khoza (2016) ideological-ware refers to any component of one's teaching/learning that cannot be seen or touched such as thoughts, ideas, and experiences that facilitate teaching and learning.

 

4 DATA COLLECTION

4.1 Collection and analysis of selected papers

The authors of the study were responsible for the selection, collection and analysis of articles and other publications. All the articles and publications found on the search engines such as Google Scholar, ERIC (Education Resources Information Center), iSEEK Education and Science.gov, were verified for authenticity. The identified publications were documented and saved to be further analysed. The utilised publications were cited and referenced accordingly.

4.2 Selection criteria for publications

Both qualitative and quantitative publications and studies that were made and conducted during the Covid-19 pandemic which are aligned with exploring ideological-ware as a resource in the use of Moodle in higher education were included. The rationale behind this was to generate insight into the existing literature as well as to collect data. Studies, reviews and publications that were about e-learning but conducted prior to Covid-19, were excluded. Furthermore, studies that were published in languages other than English were also excluded.

 

5 FRAMEWORK FOR THIS STUDY

Figure 1 illustrates the framework of this study, identifying three categories of curriculum, namely competence, pragmatic and performance curriculum, that are aligned to three categories of experiences, namely shared-experience, self-experience and specialised-experience. The concepts of shared-, self- and specialised-experiences are the curriculum concepts proposed by Zuma (2019). The meaning of shared-experience is derived from the word sharing which can be practised by the community. Self-experience is derived from individual identity, in a sense that even if human beings can live in a community, each human has a different character, therefore the curriculum must accommodate and acknowledge the uniqueness of the student. Lastly, specialised-experience is derived from the word specialisation, in a sense that the needs of the curriculum are independent, whereby content shapes the individual identity of a student in order for the student to achieve global standards of a particular subject or module.

The discussion in the following sections will demonstrate how shared-, self- and specialised-experiences are aligned with competence, pragmatic and performance curriculum.

5.1 Shared-experience aligned to competence curriculum

Shared-experience means placing the needs of the community at the centre of teaching and learning (Khoza, 2015; Khoza et al., 2021; Mpungose, 2017). This suggests that teaching and learning addresses the community's needs, which is why the community is more concerned about the outcomes of the curriculum over aims and objectives. Similarly, competence curriculum prioritises learning outcomes for the students, whereby the students are active in their own learning and lecturers are facilitators (Khoza, 2015). To achieve these learning outcomes the lecturer guides and facilitates, and students may be given several opportunities to complete or resubmit their assessment tasks until the desired outcomes are achieved. In addition, students are encouraged to participate in peer-assessments where they offer constructive criticism to each other's tasks to an extent that they get marks for critiquing (Zuma, 2019). This illustrates that competence curriculum is based on sharing experiences, through which the knowledge, skills, ideas and opinions of others are valued and used to drive the lesson.

5.2 Self-experience and the pragmatic curriculum (blended learning)

Self-experience, is a recognition of the student's or lecturer's individual identity within the curriculum (Zuma, 2019). At this level, lecturers are using the correct ideologies to support students. Self-experience recognises that the teaching and learning process is about individual identity, capabilities, strengths and talents (Leroux & Levitt-Perlman, 2010). Therefore, individual uniqueness and identity are central in any activity of teaching and learning taking place inside and outside the classroom. Thus, Zuma (2019) agreeably notes that self-experience is aligned to pragmatic curriculum, which is about integration and consideration of students and content needs in a learning space. Accordingly, it can be concluded that self-experience is about combining shared-experience (community needs) with specialised-experience (content needs). This suggests that the aims and objectives of the curriculum being taught are given equal consideration with the outcomes.

5.3 Specialised-Experience and performance curriculum

Specialised-experience is about centralising the needs of the specialisation, whereby teaching and learning is about achieving the needs of the module or content (Khoza, 2015; Khoza et al., 2021; Mpungose, 2017; Zuma, 2019). Performance curriculum is composed of objectives, whereby the lecturer is an instructor, and formal assessment is prioritised. The ob ective of an instructional lecturer is teaching by the rules, where students are guided and expected to follow step-by-step prescripts, to attain the curriculum. Hence, it can be said that performance curriculum focuses on the goals of the curriculum rather than the needs of the student, and the main goal is completing the content (Adams et al., 2022). Assessment is summat-ive, which is used to grade students to establish whether they have understood the content learnt or not. Specialised-experience is guided mostly by time (Octaberlina & Muslimin, 2020), therefore when a particular topic is taught, the module concepts, language and context must be comprehended by students speedily so that they produce specific answers expected by the assessor. Furthermore, the summative assessments have a fixed duration (Makumane, 2021); the implication for this is that students are expected to recall, analyse, synthesise and evaluate knowledge in a limited period. As a result, most students fail when performance curriculum is used.

5.4 Aligning framework with this study

Studies involving shared-experience in relation to the use of Moodle in higher education

These studies are more concerned about addressing the needs of the community. The purpose and rational for conducting research are closely related to community needs. The observable patterns such as issues of culture, gender and race are used to classify the publication under the shared-experience subheading. Furthermore, studies in this category are reflecting on the use of social media platforms to influence teaching and learning in situations where the user might be the lecturer or the student.

Studies involving self-experience in relation to the use of Moodle in higher education These studies are more concerned about students' or the lecturers' needs. The observable patterns are about ideology/teaching methods/strategies that are utilised by lecturers to accommodate their needs as well the needs of students. Awareness about proper teaching methods assists students find their identity within the curriculum (Acar & Kayaoglu, 2020). Lecturers also understand their own talents, abilities and limitations and devise strategies on how to deliver the curriculum successfully. Subsequently, ideological-ware is discussed by certain scholars in this category as a requirement for blended learning and an essential resource for successful teaching and learning through online-learning platforms during Covid-19. In essence these studies encourage a balanced curriculum that embraces competence, pragmatic and performance. However, challenges such as poor connectivity, lack of data, and geographical location of students are noted as causes for concern for both students and lecturers as they have potential to restrict blended learning.

Studies involving specialised-experience in relation to the use of Moodle in higher education These studies are more concerned about addressing the needs of the module/content.

The purpose and rational for conducting research are about the needs of the module. Universities are concerned about content and assessment coverage regardless of Covid-19 challenges in higher education. Specialised-experience is guided by time, therefore time lost for teaching and learning during lockdowns is prominent in these studies. Moreover, since specialised-experience is less concerned about the needs of the students, these studies focus more on module content coverage and they only accommodate one aspect of the curriculum. It can be concluded that these publications only address or emphasise the challenges faced by higher education institutions during Covid-19 with regards to curriculum coverage.

 

6 FINDINGS

Tables 1, 2 and 3 display findings of various global studies exploring the use of digital technology such as Moodle in HEIs that demonstrate shared- (Table 1), self- (Table 2) and specialised-experiences (Table 3).

 

7 DISCUSSION ON FINDINGS

Studies involving shared-experience in relation to the use of Moodle in higher education

The overall analysis is that despite the many publications around higher education and Covid-19, these studies are limited. One of many possible reasons is the fact that university curriculum is performance based, thus the focus diverged from the community aspect. For example, a study conducted by Tang et al. (2021) revealed that female students were more motivated to communicate and learn online than their male counterparts. However, the wide spread of COVID-19 forced male students to also participate and be accustomed to online-learning because no other means of learning were available to them due to global lockdowns. This demonstrates that issues of gender, culture and race are part of our community and as such they must be given equal consideration in the curriculum.

Correspondingly, another study by Sakkir and Dollah (2020) revealed that teachers and students were using social media platforms such as WhatsApp, Telegram and emails for learning. WhatsApp and Telegram are platforms for socialisation. WhatsApp was designed and introduced as a social platform for smartphones and other users (Prat et al., 2020). It was not designed for education but is used by some universities to communicate formal education (Zuma, 2019). In a similar manner, Telegram has been one of the largest social media platforms in Russia (Adedoyin & Soykan, 2020) but has also been used by students and lecturers for academic communication. This validates that any platform can be integrated to communicate learning. Therefore, it is of essence to embrace those students who learn easier through social platforms, since they learn from each other and by the opinion of others.

Studies involving self-experience in relation to the use of Moodle in higher education Studies of this nature have been published more in comparison to those of shared-experience however, the majority of them are about blended learning. Blended learning is the inclusion of technology into the lesson to continue with learning beyond challenges of no face-to-face contact with students as a result of Covid-19. The selected studies have discussed and embraced all three categories of experiences identified with deeper understanding of ideological-ware resources. For example, Khoza et al. (2021) reveals that UKZN had specialised experience which means that the university is grounded on performance curriculum. However, migration was through social media platforms such as WhatsApp, Skype, Facebook and Zoom video conferencing technology, which are promoting shared-experience (competence curriculum). It can be said that this university used the pragmatic curriculum in its migration because the identity of students and lecturers was at the centre of teaching and learning (Khoza, 2018). Most students and lecturers use social media on a daily basis, hence the university identified this and filled the curriculum in that space.

Studies involving specialised-experience in relation to the use of Moodle in higher education Specialised-experience is dominating on the publications around higher education and Covid-19. Some of the possible reasons for this is the fact that most universities across the globe are grounded on performance curriculum, whereby specialisation is given more priority than shared and self-experiences (competence and pragmatic curriculum). The majority of universities have gone to the extent of supporting students with laptops and data in order to continue with teaching and learning and finish the academic calendar in spite of the countless lockdowns. The support by universities to students is meant to push the content.

In addition, a study conducted by Makumane (2021) revealed that students viewed LMSs as promoting professional identity (performance curriculum) as they get easy access to content uploaded by lecturers. However, students wanted inclusion of more flexible features on the platform for socialisation purpose as the platform did not allow them to socialise (exclusion of competence curriculum). Hence, in that way, the curriculum was not accommodating to their self-experience/ identities to be part of the curriculum (Khoza, 2018). This suggests that lecturers should understand the platform that is used for teaching, and also understand the needs of the students. They should also utilise the appropriate ideology, teaching methods and theories to teaching students, so that the needs of the content, students and lecturer are combined to produce a balanced curriculum.

 

8 CONCLUSION

This study revealed that there were many publications in the period of Covid-19 that were concerned about performance curriculum/ specialised-experience. There are numerous reasons for this. One of them was the crisis of global lockdowns that forced higher education institutions to cease face-to-face teaching and learning and resort to online learning. Hence, the focus was on how higher education institutions were going to finish the academic calendar and achieve full content coverage. Moreover, the nature of higher education institutions is competitive (Nicol & MacFarlane-Dick, 2007), which results in the emphasis being put on content coverage to be able to compete with global standards. Consequently, LMSs such as Moodle are used to implement the content-driven curriculum. Therefore, since scholars are a product of such institutions, most of their focus is inevitably on specialised curriculum.

On the other hand, there are limited studies on competence curriculum/ shared-experience in the context of Moodle during Covid-19. However, these studies illustrated that since higher education institutions are part of the community, issues of gender, culture and race and socialisation, must be given equal consideration in the curriculum. Therefore, these studies even recommend that Moodle needs to infuse an aspect of socialisation to be user-friendly to students. Furthermore, there are some studies that embraced the pragmatic curriculum/ self-experience as an effective perspective for effective teaching and learning. These studies demonstrated that when students' and lecturers' needs, ideas, opinions, talents and unique identities are acknowledged and infused in designing the curriculum, the process of teaching and learning becomes successful.

Even though there were limited studies about ideological-ware during the period of Covid-19, they emphasised the essence of ideological-ware in blended learning. For Moodle to be successfully utilised, lecturers need to have teaching strategies and creative ways when using hard-ware and soft-ware for teaching. This involves consideration of the students when thinking about ideas and teaching theories that will be fit for each topic and the resources available. Unfortunately, studies that emphasise the essence of ideological-ware appear to be lacking, yet it is one of the most essential resources for teaching and learning even in critical times and conditions such as during pandemics. Since the future is inevitable, it would seem both prudent and judicious to consider further exploring the different ideological-ware resources that higher education institutions have found to be successful. The sharing of such knowledge will not only assist lecturers and students in facilitating teaching and learning, but it will also guide higher education institutions on the type of training they ought to give both students and lecturers on utilising Moodle.

Acknowledgement The research leader for this project, Dr Sphesihle Zuma is supported by National Institute for The Humanities and Social Sciences.

 

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Received: 14 April 2022
Accepted: 16 November 2022
Available online: 31 July 2023