Perception and Effectiveness of Moodle Learning Management System (LMS) in Creating Engaging Learning Environments: A Study of West African Universities

Abstract

Abstract This study surveyed 51 lecturers from 11 universities in Ghana and Nigeria to gauge their perceptions of Moodle Learning Management System's (LMS) ability to create engaging learning environments within the PEBL West Africa program. Participants from diverse academic backgrounds were selected through convenience sampling. Using an online survey based on the Technology Acceptance Model (TAM), the research covered multiple facets of Moodle. Analysis included descriptive statistics and advanced methods, revealing consistently positive views across demographics. Lecturers' positive perceptions of Moodle correlated with its efficacy in promoting learner engagement. Implications highlight Moodle's pivotal role in enhancing teaching and learning experiences in West African universities. Emphasizing ongoing support for educators is crucial to maximizing Moodle's potential. This study provides valuable insights for educators, administrators, and policymakers, guiding efforts to improve blended learning practices. Future research can explore strategies to further leverage Moodle's potential for enhanced learner engagement and improved academic outcomes in the region.