Enhancing authentic learning in a rural university: exploring student perceptions of Moodle as a technology-enabled platform

Abstract

This study explores students' perceptions of the authentic learning opportunities provided by Moodle at a rural university, aiming to link their lived experiences with their educational journeys through technology-enabled environments that foster active participation, collaboration, and co-creation of knowledge. Employing a descriptive and explanatory research design, the study merges e-learning and authentic learning principles. Questionnaires were distributed to 300 undergraduate students, achieving a 64% response rate. Findings show that while many students possess adequate computer skills, challenges such as poor internet access and reliance on small mobile devices hinder their full engagement with Moodle. Despite these issues, high usage frequency suggests students are capable of evaluating Moodle's effectiveness in supporting authentic learning. Moodle facilitated the acquisition of practical knowledge and skills. Project-based learning within Moodle emerged as a significant driver of collaborative learning, particularly in regions with limited access to subject matter experts. Additionally, Moodle offered diverse assessment options that enabled students to consolidate ideas and produce relevant artifacts. The study recommends comprehensive training for designing authentic assignments and addressing internet and device accessibility challenges, suggesting that these actions can enhance authentic learning and better prepare students to address real-world problems.

Keywords

• Authentic learning
• Moodle
• constructivism
• project-based learning
• critical thinking
• student engagement