Abstract
Moodle virtual learning environment (VLE) implementation at Lupane State University (LSU).
The study adopted a quantitative approach informed by a pragmatic paradigm to examine the
alignment of e-learning design with selected authentic e-learning design principles, including
incorporating authentic contexts, authentic tasks, and authentic assessments.
The study was underpinned by the theoretical frameworks of constructivism and situated
cognition. A sample of 150 students was selected from 1,280 students, with 111 (56%) returning
the completed study instrument. The study used a 5-point Likert scale questionnaire for data
collection. Rigorous research design and data analysis methods were followed to ensure the
validity of the findings, such as clear and unambiguous questions and the use of a well-established
questionnaire widely used in the field of authentic e-learning design. Descriptive statistics were
employed to analyse quantitative data collected through a questionnaire survey.
Ethical research principles were upheld throughout the study, including obtaining informed
consent from the study participants, ensuring confidentiality, and maintaining data integrity. The
study also obtained ethical clearance from both the University of Johannesburg and Lupane State
University.
The study’s findings indicate that a significant number of students (60%) perceive the Moodle
VLE implementation at LSU as incorporating authentic contexts, tasks, and assessments.
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However, a notable proportion of neutral or disagreeing responses (40%) suggest that there is room
for improvement in e-learning design to better align with the principles of authentic e-learning.
These findings are relevant and useful for informing e-learning design, policy, and practice within
LSU and other higher education institutions in Zimbabwe.
The study’s recommendations for further research, policy, and practice include the adoption of
mixed-methods or qualitative approaches, conducting longitudinal and comparative studies,
developing detailed e-learning design guidelines for instructors, investing in professional
development for educators, establishing quality assurance mechanisms, promoting collaborative
e-learning design, and continuous evaluation and improvement. These recommendations aim to
enhance the authenticity of e-learning design and foster more meaningful and engaging e-learning
experiences for students.
Overall, the study contributes valuable insights into e-learning design and has implications for elearning
practitioners and policymakers in Zimbabwe and beyond. Therefore, LSU and similar
institutions should consider the study’s recommendations to improve the authenticity of e-learning
design and provide students with more engaging and effective e-learning experiences.