O moodle nosso de cada dia: aceitação tecnológica em aulas híbridas no ensino superior privado

Abstract

The use of digital information and communication technologies is transforming higher education. Information and communication technologies can enhance interactivity and the perception of proposed activities, which are essential for all areas of student life. They can also modify behaviors, ways of learning, interpersonal relationships, and teaching strategies. This study investigated the technological acceptance of Moodle by professors at a private higher education institution in the hybrid teaching modality. A quantitative, exploratory, descriptive, and explanatory research approach was used. Bibliographic and field research procedures were employed. Data were collected through a questionnaire administered via an electronic form and analyzed using descriptive statistics. The results showed that perceived usefulness and ease of use are decisive constructs for professors' decisions to use Moodle. However, the study also found that there is a lack of incentive for the use and use of Moodle. In response to this finding, we developed a Moodle Good Practices Manual that provides simplified information on how to use Moodle in hybrid classes. For future research, we suggest re-evaluating the same group through the prepared manual and verifying whether the data reflect positively on both the use and use of Moodle.