Pedagogical uptake of technology in e-learning for languages: the case of NBU Moodle

Abstract

This article reports on an exploratory study carried out over the academic year 2010-2011 to investigate the faculty pedagogical uptake of technology. A total of 166 groups in the NBU Moodle were explored to investigate the use of e-learning materials of blended English language courses. The data are analysed in the light of the e-materials design and use in the courses to support language learning. The findings show a need for instructional design support to transform learning from a passive into a more active learning experience. Results are discussed in the light of learner autonomy, collaboration between students and sequencing of instruction. Conclusions are drawn about the importance of applying instructional design theory to deploy better quality e-learning experience.