Students’ and Teachers’ Perspectives of Moodle’s Pedagogical Effectiveness: Case Study of Department of English at Bouira University

Abstract

This study explores the attitudes of teachers and learners toward Moodle usage in the English department at Bouira University. It examines Moodle’s role in facilitating communication, accessibility, and pedagogical effectiveness. A mixed-methods case study was conducted, incorporating quantitative data from student questionnaires and qualitative insights from semi-structured teacher interviews. The findings revealed that while Moodle is widely used for content sharing, its interactive features, such as forums, quizzes, and real-time feedback are underused. Students primarily access materials rather than engage in interactive activities, while teachers use Moodle as a supplementary tool rather than a central pedagogical platform, citing technical constraints, lack of training, and limited student engagement as barriers. Both groups expressed the need for better infrastructure, institutional support, and enhanced training to improve Moodle’s effectiveness. These results contribute to ongoing discussions on e-learning adoption in Algerian higher education, offering practical suggestions to enhance digital learning platforms and align technological capabilities with educational objectives.