The impact of the Moodle platform on the hybrid teaching and learning process in Mozambique

Abstract

The study analyzed the impact of implementing the Moodle platform on hybrid teaching in Mozambique, at a Public University in the Province of Cabo Delgado. The investigation was motivated by the fact that Moodle was widely chosen by higher education institutions to, firstly, circumvent the total and partial stoppage of face-to-face classes due to Covid-19 and, secondly, as a definitive platform used by HEIs in Mozambique. We defined a single case study with a qualitative approach. The techniques of individual semi-structured interviews and focused groups, document analysis and observation were used to collect data, which were discussed in the light of the triangulation of sources and the theoretical framework, and the results were presented by thematic categories. It was concluded that the implementation of Moodle at that university is deficient, and as a consequence, it does not promote significant knowledge learning for students. This fact is motivated by the weak planning of hybrid teaching, characterized by the lack of equipment and technological resources; weak control over its manipulation, both by teachers and students, meaning that the platform is not explored to its full potential. Therefore, the phased implementation of online teaching in Mozambique is suggested, aligned with the existing technology conditions in higher education institutions.