A Spatio -Temporal Analysis of Child Sex-Ratio in Rohtak City 2001-11
Authors: Dr. Bhagyaswari
DOI: 10.87349/ahuri/190601
Page No: 20-38
Abstract
Due to the COVID-19 pandemic, hard lockdowns across the globe restricted face-to-face interaction in daily life, including education. Education Institutions including Higher Education Providers were compelled to transition to digital learning for the purpose of academic continuity. This brought about transformation in teaching and learning, with Learning Management Systems (LMSs) such as Moodle evolving from repositories for course materials into central hubs for instruction, assessment and student engagement. This study used a qualitative research design by collecting and analyzing data through conducting interviews conducted online on MS Teams. The aim was to examine how Moodle transformed the distance learning experience for online courses at a South African Private Distance Higher Education Institution during COVID-19. Based on this objective, the following research question was posed: How has Moodle as an e learning tool transformed distance learning for online courses at a South African Private Distance Higher Education Institution in a COVID 19 environment? Findings indicated that Moodle catalyzed transformation for lecturers, students, and the institution, reshaping pedagogical approaches, assessment processes, and engagement practices. However, despite the platform’s capabilities, engagement with certain features remained limited, this usage pattern was shaped by constructs from the Unified Theory of Acceptance and Use of Technology 3 (UTAUT-3). The results suggest that while Moodle supported a shift towards autonomous learning and flexible access, initial constraints such as inadequate training tempered the full extent of transformation. Recommendations include increased investment in professional development, training, and targeted institutional strategies to foster comprehensive digital adoption.
