Testing the effectiveness of different moodle assignment styles on improving student comprehension of biology concepts and attitudes toward homework assignments

Abstract

Moodle is an online virtual learning environment that offers educators a wide variety of tools for promoting learning. Assignments include discussions, question/answer prompts, quizzes, glossary building exercises, and much more. The purpose of this study was to see if the level of peer to peer interaction of the different Moodle assignments influenced their effectiveness as learning tools. A goal of the study was to also determine if student preferences for particular styles of assignments on Moodle were based on the level of peer interaction involved. Pre and post assessments were given for four units of study in the biology curriculum to measure student growth under different Moodle assignment style treatments. Surveys and interviews were given toward the end of the study to determine student preferences and attitudes toward the different assignment styles. It was found that student perceptions of Moodle assignment contributions to learning were positive overall with mixed views on the different styles of assignments. Reasoning behind preferences for particular styles ranged from ease of completion to a perceived beneficial contribution to learning course content.