Teachers’ Attitudes Towards Online Teaching via Moodle Platform: A Case Study of EFL Teachers at the Department of English, Mouloud Mammeri University of Tizi-Ouzou
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Date
2024
Authors
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Journal ISSN
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Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
This study explores the adoption of Moodle as the primary online learning platform at
Mouloud Mammeri University of Tizi-Ouzou, particularly in the context of English as a
Foreign Language (EFL) instruction. It investigates teachers‘ experiences and attitudes
towards Moodle through a combination of questionnaire and interviews with teachers from
the Department of English. Findings reveal that while a majority of university teachers
recognise Moodle‘s effectiveness in managing course materials and facilitating
communication, significant challenges such as technical difficulties, notably unreliable
internet connections and inadequate training, student engagement_ particularly among those
in remote areas_ hinder its full potential. Using the Technology Acceptance Model (TAM),
the study shows that teachers‘ initial scepticism towards Moodle has evolved into more
positive attitudes with increased familiarity, though dissatisfaction with its assessment tools
persists. Recommendations include tailored training, fostering collaborative teaching
communities, and strategies to address connectivity issues. The study underscores Moodle‘s
transformative potential in EFL education but highlights the need to overcome barriers to
fully enhance the online learning experience for teachers and students alike.
Description
105p. : Ill. en coul. ; (+CD-Rom)
Keywords
English as Foreign Language (EFL), Moodle, Teachers‘ attitudes, Technology Acceptance Model (TAM)
Citation
Didactics of Foreign Languages