1 Introduction

Christ the King Sixth Form College (CTKSFC) is a 16–19 provider of education located in the south of London with three campuses; Brockley, Lewisham and Sidcup. The college caters for over 85 % of Level 3 learning provision, and with the remaining 15 % at Level 2. It has wide range of learning facilities, with recognition as one of the best provider of 16–19 education. Virtual learning provision [MOODLE] makes it possible for staff to develop their creativity in preparing differentiated resources to improve students’ scope of surpassing their learning potential, both inside of the classroom environment and ‘virtually’Footnote 1, with the use of an internet connected ‘M-Learning device’Footnote 2, thereby enhancing the scope of their ability to work flexibly .

The research explores staff usage of MOODLE in fostering collaborative learning with colleagues and also students enhance opportunities of reaching out to users beyond the remit of the classroom environment. In addition, the research have helped the researcher gain first-hand information from students about their perception on how MOODLE platform can enhance their learning.

This research is an opportunity for the researcher to develop an open approach to students’ perception on the use of MOODLE to support enhance learning experiences. It also created an opportunity for a discourse on staff concerns / reservation about their usage of MOODLE to foster good teaching and learning, with a great deal for interactivity and flexibility.

2 Research question

How effective is MOODLE platform in impacting on the outcome(s) of teaching and learning?

3 Research aim and objectives

The overarching aim of this project is to explore how effectively MOODLE platform / technology is used in the identified courses to enhance students’ learning experience.

4 Objectives

  • To identify ways by which staff and students can engage collaboratively to enhance active teaching and learning experiences across the college.

  • To explore ways by which MOODLE can be used to promote effective teaching and learning in a flexible way that support progression and achievement.

  • To explore possibilities for sharing good practices across the entire college.

5 Literature review

5.1 Introduction

This section provides critical review of literature in relation to the impact of ICT / enhance learning technology on teaching and learning in the context of students and teachers at Christ the King College. Issues addressed in this section covers widely the use of technology in schools and colleges across the UK and globally.

5.2 Impact in schools

Research conducted by Steps (2007, p. 4), identified some positive impact of technology on learners basic skills acquisition in key areas like reading, writing and calculation, and in addition, on the wider educational goals like students’ attendance, behaviour, motivation, attitudes, confidence and engagement. This also confirms improvements on learning outcomes for disadvantaged students. From the 18,000 primary schools teachers and heads interviewed in the Steps research (ibid, p. 5), 75 % of responses indicated positive feelings about the benefit of using ICT in teaching through easy and varied adaptation of materials to suit learners’ needs.

The Teaching and Learning Research Group (TLRP 2006) produced its critical findings on the impact of ICT for different age group of children in schools across the UK. The Interactive education Project 7 report demonstrated an improvement in students [ages 10 - 11] use of spreadsheet which seemed to have enhanced their grasp of statistics, with similar outcomes shown for students on German language courses [ages 13 – 14] in the enhancement of their writing skills as a result of using ICT (ibid). This research complement the fact that students were able to dedicate longer time in concentrating on ICT, but the focus was more on the investigation of what students were learning while using ICT as a means of furthering their learning. The research which was videotaped, found out that one student who was supposed to be studying the Renaissance was concentrating on finding out about Florence, a city based in the USA instead of Florence in Italy (TLRP 2006).

Higgins et al. (2012) findings from experimental and quasi-experimental designs, more so combined in ‘meta-analyses’Footnote 3, indicated that technology based intervention on the pedagogy of learning have produced just slightly lower level of improvements in comparison to other interventions and approaches, which include peer tutoring or something else that provide feedback to learners. The critical question raised from the findings was not so much about whether technology was used or not, but more about the level of impact it made on learners and their progression rate.

The overall outcome from Higgins et al. (2012) correlational and experimental study conclude an overwhelming evidence of the impact technology makes in terms of improving learning outcomes. This makes the case for technology more questionable, as the focus of technology to support learning must be supported by identified learning goals so as to help students make effective use of their learning opportunities with technology. The study revealed some critical concerns about the impact of technology on a global scale which is addressed in summative assessment schemes like ‘Programme for International Student Assessment (PISA)’. Issues emanating from the findings, and equally highlighted in Striker and Pollock (2003) citation, revealed health related problem like Repetitive Strain Injury (RSI) for children.

5.3 Impact on FE sector

A compilation from 2010 OFSTED report produced by Judges (2011), portray some positive outcomes about the use of technology in post-16 establishments across the UK, with the extract revealing the following about Christ the King College:

Information learning technology is often used well to enhance learning. Teachers make good use of information and communication technology (ICT) to enhance learning. Teachers make particularly effective use of ICT to stimulate debate, engage students’ interest.

(What learners would like to see improved) - Information learning technology is used well in science lessons (Science and mathematics) Teachers use good learning resources and technology to support student learning (History, philosophy and theology). Students use information and communication technology with ease and to good effect. Lessons are fun. Excellent use is made of information learning technology to-enliven” lessons. Resources for information learning technology are of a high standard (Business, administration and law).

While this document have highlighted some positive outcomes from the OFSTED report, it is lacking in detailed about the extent of usage in technology enhanced learning to foster collaborative learning, both inside and outside of the classroom environment.

Attwell and Hughesm (2010) extract from BECTA’s 2006 report indicated that 34 percentage of colleges make use of ICT as a traditional means of classroom delivery across the UK. However, it is not entirely clear what form or medium of technology was used, and the purpose for which it was employed. Thirty-one percent [31 %] of colleges reported combining ICT and e-learning with traditional learning resources to produce blended learning, a figure which had increased steadily over the years.

A survey conducted by the Association of Learning Technology (ALT) on behalf of ETAG (Education and Technology Action GroupFootnote 4, outlined issues surrounding the use of technology in FE institutions across the UK. In as much as strategic leaders in colleges are requesting evidence of technology usage by staff to demonstrate differentiation in teaching and learning outcomes, concerns about managers’ lack of support in allocating time for staff CPD to improve skills in the use of technology is continually being raised.

The recommendation of the ALT report which comes under the section ‘Capability and remit of FE and Skills Providers’ was set out to: “encourage the development of programmes to professionalise FE governors, principals’, managers’ and teachers’ use of learning technology, building on the best current models.”Footnote 5. This revealed fundamental barriers with the use of learning technology, and more so in the area of strategic actions needed to help make an improvement in the effective use of enhanced learning technology with the aim of enhancing students’ learning experiences.

In view of barriers as outlined in the research, there were also highlights of prescribed remedies to help foster positive change innovation in the use of learning technology in the Further education sectorFootnote 6. Some of the highlighted innovative actions are grouped under the following headings (Laurillard and Deepwell 2014):

  • support to teachers as collaborative innovative action researcher

  • Encouraging and supporting teaching innovation

  • Incorporating time for continuing teacher development

  • Leaders at all levels to continue taking a strategic approach

  • Recognise and reward teacher innovation in education

  • Engaging students in active participation

The above mentioned points about barrier to the effective use of learning technology are also common phenomenon explored by different researchers across different sectors in the profession (Joseph 2013 and Bingimlas 2009). There are still fundamental issues needing collaborative dialogue with ‘stakeholders’Footnote 7 concerned with teaching and learning process.

6 Research methodology

Methodology in this research explains the rationale for making choices about specific techniques used in the collection of data throughout the project. In the context of this study, the researcher triangulated using mixture of Qualitative methods to increase validity in order to unearth feelings about the wider impact of technology enhanced learning [MOODLEFootnote 8] on teaching and learning at Christ the King college.

7 Research population / scope

Due to the limited timescale of the research, the population was mainly drawn from Business / ICT, History, Science / Mathematics and Health & Social Care curriculum areas from St. Mary’s campus at Christ the King College. Participating staff in the interview process consisted of mixture of novice and proficient users of MOODLE technology. In a similar note, a random selection of learners were also drawn from ICT, Health and Social Care and Business courses with the aim of soliciting their opinions about MOODLE’s impact on their learning.

8 Methodological approaches

In this research, the focus of methodologyFootnote 9 was centred on triangulation, with the use of two qualitative methods. The researcher’s justification for choosing qualitative research methods is based on the need to unearth high quality response[s] from participants on their use of MOODLE at CTK. It is an expectation that the use of the chosen methods would help to unearth quality on how Moodle platform is used by teachers to support students’ learning (differentiated on the basis of choices of resource usage) both in the classroom environment and remotely, through the use of home Internet accessible PC or M-Learning device.

The use of two method-approaches as already stated above for this research, is based around the concept of ‘Triangulation’ (Robson 1997); the rational for this is to increase validity which simply concerns the relationship between theoretical (concept) and empirical (indicator) variables (Brown and Dowling 2001, p. 26). As explained by Bryman (n/d), it is hoped triangulation using two methods as outlined below, will enhance confidence in the outcomes of the research findings as a way of addressing the stated research questions.

Observational Focused group interviews with staff. This method is particularly focused at teachers usage of Moodle platform during lessons. The rationale for choosing this method is to allow the researcher to identify key areas for the development of staff use of the platform, particularly those who are less confident, whiles at the same time fostering collaborative working partnership within curriculum areas in the college. On the basis of this, themes were then established by encouraging teachers to demonstrate and express their views in using MOODLE to improve teaching and learning, both within and outside of the classroom environment. The use of identified themes was also a way of enabling teachers to probe further as a way of making it possible for them to explore their effective use of the platform in enhancing outcomes of students’ progression rate at the college. In order to enhance the quality of the research process, particular attention was focused on the use of O’Leary’s (2014a, b) ‘differentiated observation’ approach, to allow practitioners’ strengths and weaknesses to be addressed with the aim of improve their confidence through recommendation(s) for collaborative structured CPD at the college. In the case of this study, teachers use of Moodle technology will not be graded but observational outcomes will address a more structured approach in helping all staff to be comfortable at using the platform in improving students’ outcomes, both formatively and summatively.

Diagnostic assessment technique – This technique was targeted at students with the rationale of exploring their feelings and perception about the use of MOODLE technology to foster flexibility in their approach to learning whiles studying at Christ the King College. As explained in the QIA Skills for Life Improvement Programme document (2008), diagnostic assessment technique can be used to identify specific learning strengths and needs. The process involved active participation of the researcher with students during selected lessons in Health and Social Care and ICT courses, where the technology is constantly in use by students and teachers. A small number of students enrolled in courses like Government / History, Science, Maths and Business Studies; identified curriculum areas where the requirements of MOODLE is effectively in use. In this, students use of Moodle technology were randomly assessed as a way of unearthing the wider picture of their needs in enhancing their learning opportunities at the college.

Justification for the choices of research method(s) used - As with most ‘research’Footnote 10involving human participants, it is perceived that structured survey / questionnaire is the easiest and convenient means of capturing information from research participants, and interpreting pictorial illustration of analysed results with charts and graphs. In this study, the use of structured survey (other than the chosen methods) would have been considered too restrictive, with high level of possibility for responses to questions tailored to either ‘Yes or No’. Hence, the selected qualitative methods have been chosen specifically so as to explore in detailed respondents views about their perceived usage of Moodle platform in enhancing the pedagogy of teaching and learning, and its relevance to Biesta’s (2011) three educational discourse in the current information age, and particularly its usage at Christ the King College.

9 Ethical consideration

The research was conducted with the active participation of students and teachers, including the researcher as a teacher-practitioner. Hence, in order to adhere to strict ethical codes, the researcher extensively briefed participants about the purpose of the research, explaining how the outcomes would be used to support improvements in enhanced learning technology [MOODLE].

As explained by Brown and Dowling (2001), confidentiality of information is a very important aspect of ethics that was addressed throughout this study and hence, the researcher made efforts to engage colleagues and students about the purpose of the study to help improve practice, and without reference to when analysing responses from data collected.

10 Data analysis and discussion

The appendix (Tables 1 and 2) shows analysed summary of results from interviews held with teachers and students at CTK, St. Mary’s campus. A basic amount of NVIVO was applied in categorising themes emerging from the interviews. Curriculum areas covered include ICT/Business, Health and Social Care, Mathematics/Sciences and Government & Politics / History (Table 1). Students were allowed to express their views with the assurance of keeping names confidential about concerns raised during the interview process (Table 2).

10.1 Extended discussion in regard to the analysed interview outcomes with teachers and students

With reference (Table 1) to the theme: ‘Use of MOODLE to display relevant course information, e.g., handbook’, the outcome shows that all relevant curriculum areas interviewed demonstrate efforts in ensuring that relevant ‘course materials’Footnote 11 are embedded on MOODLE for students access both in the college environment and remotely. This is in conformity with the college’s leadership strategy to justify efforts in sufficiently meeting the ‘OFSTED framework on teaching and learning’Footnote 12. At the beginning of the academic year, teachers are required to demonstrate evidence in uploading relevant course materials to get students’ prepared for the delivery of their course[s] and which, also makes it easier for spot checks to be carried out as part of the college’s quality assurance for Lesson Observation[s] or ‘Learning Walk’Footnote 13.

The identified question / theme (Table 1): ‘frequency of usage of MOODLE to inform students about its relevance’ unearth differences in the level of MOODLE usage by teachers. An extended category explaining infrequent usage by teachers in curriculum areas like Maths/Science and Government and Politics / History has been explained on the grounds of lack of time and insufficient understanding of using the technology relevant to support differentiated teaching and learning. Teachers would like to make better use of MOODLE platform, but insufficient time is making it impossible for them to get their heads around the technology.

In relation to ‘MOODLE usage for assessment (Table 1)’, only two curriculum areas make use of the learning platform as a medium for providing feedback and assessing students’ work. With reference to the previous point, allocation of dedicated time and continuous application of skills learned are the only way in which teachers can gain mastery of the technology. This relates the next theme, ‘foster easy means of collaboration with students and colleagues’. Collaboration is most likely be fostered through sharing of good practices or through open discussions with colleagues to initiate ideas in capturing students’ attention, through the development of varied teaching and learning materials to support differentiation. In view of the above themes, the idea of CPD to help staff develop their skills is considered one of the most important steps in exploring the identified objectives for this study [the exploration of ways to promote effective teaching and learning [flexibly] through the use of MOODLE that will help support progression and achievement].

Interview responses with students (Table 2) indicated reasonable level of progress is already made across the entire college, particularly in ensuring that course materials [handbook, SOW, Mark Scheme and past papers] are linked to relevant course pages on MOODLE at the beginning of the academic year. The main issue with this, is based on the fact that majority of students enrolled are not familiar with MOODLE platform, particularly AS and minority of Level 2 students. This posed additional problems in their ability to use the collaboration tool on MOODLE to communicate with subject / course teachers when needing help or assistance.

10.1.1 Discourse analysis in relation to BIESTA’S pedagogical theory

Based on the outcome of the analysed interview results, this section seeks to provide analysis of the application of relevant pedagogical theory to the study, and in this case, Biesta’s (2011) three interconnected discourses of good education; qualification, socialization and subjectification as illustrated in the diagram below.

Diagram Source: 21st Century LearnersFootnote 14

figure a

MOODLE as a learning tool, provide the medium through which students can improve their knowledge (qualification discourse) as a result of the active and collaborative support from teachers. In some curriculum areas, particularly in Business, ICT and Health & Social Care, students’ learning is continuously complemented with useful resources geared towards improving their knowledge beyond the classroom environment. Teachers in these areas, have also gained vital knowledge through collaboration [socialization discourse] and the sharing of expertise by allowing staff with knowledge to create and display active learning resources on MOODLE for students to use flexibly.

With reference to the analysis, both teachers and students have expressed their views on how they wish to develop their independence [subjectification discourse], through dedicated CPD for teachers, and in the case of students, the recommended means would be through ‘INDUCTION’ as expressed from interviews conducted with students. In the case of teachers, it is a possibility that dedicated CPD will help address shortcomings in skills and confidence which is currently preventing some staff from using MOODLE to express their creativity in producing differentiated resources for the benefit of improving students learning of subject knowledge [Qualification discourse], both within and outside of the classroom environment.

In subject areas like ICT and Health & Social Care, where MOODLE technology is used effectively by teachers, it has enabled students to increase their level of confidence and independence, as the wide range of resources provided, creates an opportunity for students to challenge their knowledge, not only in preparing for examinations, but also for the wider world of work [differentiation, but also linked to subjectification’ discourse].

11 Conclusion & recommendations

In conclusion, the research has been carried out with a view of addressing the main premise of the research question. In view of the methodology used to gather relevant data, it is quite obvious that both teachers and students are benefiting from using the MOODLE technology, though currently at varying degree. MOODLE is a powerful tool that is used to support learning in variety of ways, for example, enabling creativity of individual teachers to develop differentiated materials for students and at the same time enhancing flexibility in their learning potential.

The outcome from the research shows that MOODLE platform, is used to varying degrees in the college, and highlights the extent to which it has been used in Health and Social Care to improve the pedagogy of teaching and learning in a concerted way that supports Biesta’s three discourses of good education. One could assume that learning technology like MOODLE can only be used creatively by specialist ICT teachers, but the extent of creativity displayed in Health and Social Care signify potential for its exploration by each and every teacher to foster excellent practice[s] across the three campuses at Christ the King College.

Outcomes from the summarised interviews with teachers, and in addition, diagnostic assessment with students has focused attention on key areas that made it possible for identified objectives to be addressed, and for which teacher willingness to actively engage themselves in continuous learning of the application, will make it possible for students in return to feel the need to challenge their approach to learning.

11.1 Impact indicator outcomes for recommendation

The purpose of this is to ensure that priorities of the research, particularly the research question is addressed sufficiently to make adequate provision for better use of MOODLE by students and teachers in enhancing the pedagogy of teaching and learning across the entire college three campuses. In this regard, the indicators have been grouped into two categories, namely ‘Soft and Hard’; with the former (Soft Indicators) addressing aspects of Moodle affecting learners and practitioners (teachers) use of the platform, whiles the latter (Hard Indicators), is specifically focused on strategic approach on how best the leadership can support the effective use of Moodle platform to address improvement in teaching and learning. Below is a summary of the outcomes of indicators, identified as recommendations for enhancing collaborative approach to improving teaching and learning through the use of a dedicated Moodle learning platform at Christ the King College.

11.1.1 Soft indicator [SI] outcomes

  1. 1.

    Improved or dedicated collaborative means of communication between students and teachers; this can be done through visible messaging tool[s] provided on MOODLE. This can be moderated by dedicated ILT champions, most probably within departments / curriculum areas in the college. In this case, teachers would be able to make use of available tools on MOODLE to build a community of support to improving their understanding of developing high quality differentiated materials while at the same time, sharing good practices with colleagues.

  2. 2.

    Fostering bespoke CPD in addressing the specific needs of users, particularly teachers. In this regard, teachers or other users of the platform can request CPD support so as to address the nature of their specific teaching requirements, whiles at the same time, focusing attention on the need for developing interactive differentiated resources to cater for the wide range of students ability.

  3. 3.

    Targeted assessment and feedback – with the availability of the right support provision for teachers, MOODLE platform can provide a means of monitoring quality of assessment and feedback provided by instructors / teachers, and also; a fantastic opportunity for sharing good practices across the college. In a situation where the assessment tool is used effectively, it will help facilitate students’ progression which can be monitored by ensuring deadlines for the submission of work required are met, and with timely constructive feedback provided to students so as to enable them to make sufficient progress throughout their time of study.

11.1.2 Hard indicator [HI] Outcomes

  1. 4.

    Management to support visible display of additional tools on Moodle for parents / carers to access progress and constructive feedback provided by individual subject teachers / instructors. This will certainly serve as a way of monitoring progression and where possible, intervention incorporated to minimise drop-out from courses.

  2. 5.

    Appointment of ‘ILT (Information and Learning Technology) champions’ in departments / within curriculum areas so as to make it easier for good practices to be shared in a coordinated manner, and ultimately leading to an improvement in the quality of dedicated CPD sessions in meeting the specific needs of teachers and students learning.

  3. 6.

    College management to designate induction training on the use of Moodle for new students (and also at specific time in the academic year for continuing students) at the start of the academic year. This will help teachers / instructors market the relevance of MOODLE to students so as to enable them to be well prepared for learning, particularly in ensuring attention is paid to submitting and checking marked work, and in addition, the use of additional features in MOODLE to collaborate with subject teachers and peers whenever there is a need to do so.