Source : http://www.dln.org.uk/images/lens.GIF

Moodle is based on the social constructionist approach to education that integrates online content creation and collaboration amongst users. Learners actively “construct” new knowledge as they interact with others in social settings wherein groups collaboratively creating a culture of shared artefacts with shared meanings (MOODLE-DOCS, 2010). Prior knowledge from past experiences and social interaction with culture and environment helps a person in constructing meaning. Moodle enables teachers to structure the learning environment and create opportunities for students to engage in active exploration and interaction with people from different cultures thus, supporting Socio-cultural theory. 

Constructivists claim that when students engage in active dialogue with peers and teachers they incorporate new knowledge with prior knowledge to create new meanings. In other words, learning is active rather than a passive process. Learners play an active role in the learning process using Moodle features like discussion forums, participation in quizzes, self-assessment, assignments and so forth. Thus, Moodle acknowledges the student’s motivation and responsibility for learning. Moodle tools like chat, wiki and forums encourage collaboration and social learning. Knowledge is constructed when students post comments or respond to each other and the educators adds on to these discussions, therefore the educator and learner both learn by building upon their prior or existing knowledge. 

Similarly, Mezirow’s Transformative Learning Theory emphasizes ‘rational discourse’ being critical in constructing meaning. Moodle aims to offer students a forum that allows learners to express their opinions, arguments, reflections and communicate freely with each other. Unlike the traditional classroom based teaching, Moodle creates a flexible conversational learning environment where the teacher’s role is now a participating voice and not the central voice (Graffam, 2003).  As Serbessa (2006) proclaims “the traditional ‘chalk and talk’ lecture approach with the student as the passive recipient of knowledge may not be suitable for today’s generation” (p. 129-130).

Behaviourism also has place in Moodle in building positive responses to desirable behaviour. Students can be guided to provide positive responses in collaborative work which can motivate and enhance engagement. For automated activities, responses can be built in and information can provided in a positive way (Nash, 2010). For instance, students can participate in online quizzes as a ‘drill and practise’ which provides immediate feedback. Positive reinforcement or communication can lead to improved learning outcomes. The learning content (course) is divided into a set of stages (learning units) delivered on a week-to-week basis.

Cognitive theorists claim learning is an internal process involving motivation, memory and reflection. Schema theory in cognitive psychology helps people organise current knowledge and provide a framework for future understandings. Kok (2008) agrees with Rogoff (1990), that “new experiences cause the cognitive schemas to get altered in order to make sense of the new information” (p. 91). Using Moodle, learners develop cognitive skills as they begin to identify, discuss, making connections across categories and evaluating the items (Nash, 2010). Social interaction in the online learning platform guided by the instructor enhances individual cognitive growth (Kok, 2008).

The theory of connectivism can also be linked to Moodle as a process of creating connections and developing networks in this digital age. Knowledge is distributed across an information network and can be stored in a variety of digital formats (Kop & Hill, 2008).  Nicol (2007) suggests that peer dialogue and interaction helps promote a sense of belonging. Forums helps develop peer support network among learners with diverse abilities.  Moodle helps eliminate disparities among gender, ethnicity, racial and social class in education through collaborative learning experiences shared by students and teachers. 

Robert Gagne’s theory of instruction most likely aligns with Moodle. His set of nine “events of instruction are gaining attention, informing the learner of the objective, stimulating recall of prerequisite learning, presenting new material, providing learning guidance, eliciting performance, providing feedback about correctness, assessing performance and enhancing retention and recall” (Roblyer, 2003, p. 60) which is incorporated with Moodle pedagogies that optimises conditions of learning. According to Nash (2010), in order to have ideal learning conditions, learners must feel emotionally engaged.

Limitations of Moodle