Digital pedagogical footprint in Moodle: institutional analytics of the use of resources and activities for meaningful learning in higher education
DOI:
https://doi.org/10.56183/iberoeds.v6i2.725Palavras-chave:
Moodle, learning analytics, higher education, inferential statistics, digital educational resourcesResumo
The use of virtual learning environments is a relevant source for diagnosing pedagogical planning and guiding improvement decisions in higher education. This study analyzes the use of resources and activities in Moodle during the first academic period of 2025, based on 1,729 completed courses. A quantitative, non-experimental, cross-sectional study with a descriptive-inferential scope was conducted. The main variable was the total number of Moodle elements per course, supplemented by the type of resource or activity, the faculty, and the activity level. The results show a mean of 14.53 elements per course, a standard deviation of 13.00, a median of 11, and an interquartile range of 5 to 19. The one-sample t-test showed that the institutional average is significantly lower than the standard of 16 elements per course, t (1728) = -4.70, p < .001, although with a small effect size, d = -0.11. Assignments, files, and URLs accounted for 84.6% of the recorded elements, demonstrating a functional use of Moodle primarily for managing submissions and distributing materials. The study concludes that the institution requires differentiated strategies for faculty support, aimed at strengthening the diversification of activities, formative assessment, and collaborative learning. This study is part of the research project "Digital Development of Meaningful Learning in Innovative Virtual Environments".
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Copyright (c) 2026 Susana Patiño Rosado, Manuel Espinoza Ávila, Junior Manfredo Rojas Rosado, Christopher Cuenca Mera, Jonathan Cuenca Mera
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
