TITLE:
Learner-System Interaction: Examining Learners’ E-Learning Experience in Distance Education
AUTHORS:
Daurice K. Nyirongo, Nellie Mbano
KEYWORDS:
Learner-System Interaction, Interaction, Distance Education, E-Learning Experience
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.10,
October
31,
2024
ABSTRACT: Technology characterizes e-Learning for learner-system interaction, which supports the learner-content interaction, learner-instructor interaction and learner-learner interaction for learner retention. Therefore, the study sought to decipher the nature of learner-system interaction using Moodle LMS in Open, Distance and e-learning (ODeL), for a higher learning institution in Malawi. It further examined the learners’ experiences with the technologies in learner-system interaction. The study employed a mixed-method, case study design for learners who belonged to two course modules in Agricultural undergraduate degree programmes, purposively selected because they utilised Moodle LMS. Using stratified proportionate random sampling from the two classes N = 143, a selected sample of n = 104 learners was obtained of which n = 90 voluntarily participated in the study. The present study focused on a 5-point Likert sub-scale survey of the learner-system interaction for quantitative analysis and open-ended questions for qualitative analysis of their experiences. The findings revealed that learners perceived moderate usability of Moodle in learner-system interaction based on their ability to use it for submitting assignments, and their proclaimed confidence of general use of the LMS. Additionally, learners seemed to perceive the usability of Moodle positively in terms of ease of use, flexibility and cost-effectiveness but reported challenges largely with internet access, but also lack of appropriate gadget and expertise amongst the factors that influenced the level of interactions. Overall, the findings demonstrated the viability of e-Learning in achieving basic assignments administration, but also weakened utilization for the other types of interaction as a result of limited internet access. The study findings inform distance education institutions of the significance of learner-system interaction, and for learners to have sound access to mediating technologies and internet.