Abstract:
Modular Object-Oriented Dynamic Learning Environment (MOODLE) is an open-source learning
management system (LMS) which is highly adopted in higher education institutions worldwide. The
objective of this scoping review was to explore the adoption of Moodle LMS in digital learning in higher education and identify the features of LMS that will fulfil the evolving teaching and learning needs in this digital age. Nine databases including SCOPUS were searched for eligible publications. Sixty-seven quantitative, qualitative, and mixed-method research conducted on Moodle in higher education that were reported in English language were included in this review. Results showed that courses delivered via Moodle have achieved the intended learning objectives and student satisfaction. Drawbacks identified in using Moodle are not being effectively used to encourage interactions within the online learning environment; lack of opportunities provided for peer-learning; and lack of providing learning analytics for students. In order to address the evolving teaching and learning needs, the ideal LMS for higher education in this digital age should be user-friendly, interactive, engaging, inclusive, and provide learning analytics for teachers as well as students. Digital literacy skills of students and teachers, self-regulation skills in learning of students, and prior training on LMS to teachers facilitate effective implementation of digital learning via LMS.
