Technological satisfaction about Moodle in higher education: A meta-analysis

• Gabriel García-Murillo ^[1] ; Pavel Novoa-Hernández ^[2] ; Rocío Serrano Rodríguez ^[3]
  1. [1] Universidad Técnica de Manabí

     Universidad Técnica de Manabí

     Portoviejo, Ecuador

     
  2. [2] Universidad Católica del Norte

     Universidad Católica del Norte

     Antofagasta, Chile

     
  3. [3] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     

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• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 15, Nº. 4, 2020, págs. 281-290
• Idioma: inglés
• DOI: 10.1109/RITA.2020.3033201
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • Moodle is a learning management system (LMS) widely distributed on a global scale and therefore studied in the context of blended learning. Although the literature includes important contributions on satisfaction evaluations of this LMS, to the best of our knowledge, no investigations exist providing a quantitative summary of them. In this sense, we focus on summarizing the degree of global technological satisfaction that users have about Moodle, specifically in the context of Higher Education. A meta-analysis of proportions was carried out on the studies published from 2001 to 2019. The degree of technological satisfaction regarding Moodle was considered the effect size.Results show that Moodle gave users a high degree of technological satisfaction (effect size of 0.78 with a 95% confidence intervalof 0.72 to 0.84). These results have a moderate but significant heterogeneity of 67%. It was also observed that this effect sizeis not sensitive to factors such as the number of participants, the application of an evaluation standard and the comparison of Moodle with other LMSs. However, participant type (lectureror student) was a significant moderator variable. No publication bias was observed (p-value of the Egger test>0.05).

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