Lecturers’ and Students’ Experiences about Using MOODLE in Mathematics Modules during the COVID-19 Pandemic

Amina Urwibutso – African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS)
Alphonse Uworwabayeho – University of Rwanda-College of Education
Innocent Muhire – University of Rwanda-College of Education
Email: urwibutsoamina@gmail.com

Abstract: This study investigated lecturers’ and students’ experiences in using Modular Object-Oriented Dynamic Learning Environment (MOODLE) in mathematics modules during the COVID-19 pandemic at the University of Rwanda, College of Education. This is a descriptive study that used 120 participants , including 114 undergraduate students who have Mathematics among their core subjects, and six lecturers who teach mathematics. Both lecturers and students were selected purposively. The findings from semi-structured interviews with lecturers showed that lecturers at URCE view MOODLE as an effective tool that supports teaching and learning Mathematics since lecturers can teach a big number of students from wherever they are. It was found from lecturers that MOODLE is secured, and the content is stable unless one has the permission to change the content. It was also reported that MOODLE facilitate s assessment since lecturers prepare assignments and different activities, and they post them on MOODLE, and then, students start working on them. However, MOODLE was found not easy to be used, as students did not have skills of using it. Some students from rural areas did not have electricity and for those who had electricity, the network connection was not strong enough to access the MOODLE platform.