A Moodle platform for hybrid graduate education: An investigation of changes in usage patterns
In this article, we are presenting a study of the Moodle platform’s evolution of practices of use among a group of students enrolled at the Higher Institute of Technological Studies of Kébili (Tunisia) as part of a hybrid, diploma-awarding course for adults. The aim of this study is to analyze these practices and identify the factors that stimulate or hold back their evolution. It is based on the digital traces’ analysis provided by the platform and the results of the semi-structured interviews conducted with students. The results of the three-year experiment (2013–2016) show an overall evolution sometimes accompanied by stagnancy of the usage practices. The study also showed that the initial motivation of the students to follow this training, the specialty of this training and the type of this pedagogical device (hybrid) promote the appropriation of the tools of the platform and the evolution of practices of use. We also noticed some resistance from a minority of learners to use the communication tools. This resistance was justified by the fact that this type of activity requires a direct meeting with the teacher.