Pedagogical quality of a moodle-based virtual learning environment for Secondary education: an expert appraisal
DOI:
https://doi.org/10.5281/zenodo.21594515Keywords:
Secondary education, Computer assisted instruction, Educational technology, Educational evaluation, Systems design.Abstract
The quality of virtual learning environments depends on design decisions that articulate content, interaction, assessment, and guidance for learning. Objective: To analyze experts’ appraisal of the design quality of a Moodle virtual environment for secondary education and identify strengths and opportunities for improvement. Method: An applied, retrospective evaluative study with a descriptive quantitative component and a complementary qualitative component was conducted. Seven evaluators rated 16 indicators on a five-point scale across four dimensions: design and organization, learning and content, communication and interaction, and assessment. Frequencies, median, mean, standard deviation, and Aiken’s V were calculated; open comments were organized through descriptive thematic coding. Results: The overall mean was 4.62 (SD = 0.51), the median was 5, and overall Aiken’s V was 0.904. Design and organization (M = 4.74) and learning and content (M = 4.75) received the highest ratings. Assessment obtained the lowest mean (M = 4.24), particularly regarding students’ evaluation of the course. Conclusions: The environment was appraised favorably for its structure, content clarity, and feedback opportunities. However, course evaluation, explicit criteria and rubrics, interaction, accessibility, and technical sustainability should be strengthened before broader implementation.
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