The Effectiveness of Two Training Modes (Digital vs. In-Person) in Developing Moodle Learning Management System Skills among Lectureres at Al-Aqsa University of Gaza
Keywords:
Digital Training, In-Person Training, Moodle Learning Management System (LMS) Skills
Abstract
This research examines the effectiveness of two training modalities (Digital/In-Person) in improving the skills of Moddle Learning Management (LMS) among faculty members at Al-Aqsa University of Gaza. The researcher adopted an experimental research design, involving two experimental groups, each one comprises 25 faculty members. To assess the participants’ performance, the researcher utilized two evaluation tools: a performance assessment checklist for Moodle LMS skills, and a content evaluation checklist for the instructors’ Moodle course pages.
The Findings revealed that both Digital and In-Person training were effective in enhancing Moodle (LMS) skills. However, statistically significant differences were found between the two training modalities in favor of Digital training. The Digital training modality proved to be more effective in improving Moodle LMS skills among faculty members at Al-Aqsa University in Palestine. Based on these findings, the research recommends the adoption of training programs to support the improvement of various professional skills among university teaching staff.
References
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21. Al-Taher, H. M. T., & Al-Zahrani, A. B. ʿA. (2020). The effect of interactive e-training on developing leadership skills among students at Hail University. Journal of Arts, Literature, Humanities and Social Sciences, (60). https://doi.org/10.33193/JALHSS.60.2020.315
22. Al-ʿAsili, R. Z. K. (2012). The reality and challenges of e-learning: The experience of Al-Quds Open University in the Hebron educational area. Journal of Educational and Psychological Sciences, University of Bahrain – Scientific Publishing Center, 13(1), 349–380.
23. Al-ʿAttar, N. H. (2015). Obstacles to implementing in-service e-training in UNRWA schools in Gaza governorates and ways to overcome them (Unpublished master’s thesis). Islamic University, Gaza.
24. Ali, A. F. (2009). The effect of employing e-training via the Internet on developing some skills of electronic test design among faculty members at South Valley University. Paper presented at the 7th Conference: Education at the Beginning of the Third Millennium: Quality – Accessibility – Lifelong Learning, Cairo, Institute of Educational Studies, Cairo University, July 15–16.
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28. Mousa, O. (2007). The reality of training from the perspective of trainees: A case study of Palestine Bank (P.A.) in Gaza Strip (Unpublished master’s thesis). Faculty of Commerce, Islamic University, Gaza.
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35. Kirkwood, A., & Price, L. (2013). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404
36. Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2022). The effectiveness of blended learning in health professions: Systematic review and meta-analysis. Journal of Medical Internet Research, 24(5), e28932. https://doi.org/10.2196/28932
37. Papadakis, S., & Kalogiannakis, M. (2017). Face-to-face or blended learning? A case study: Teacher training in the pedagogical use of ICT. International Journal of Teaching and Case Studies, 8(2), 145-162. https://doi.org/10.1504/IJTCS.2017.084043
38. Regino, R (2009 ) . Teacher perceptions of their training to teach online within community colleges in one region in California ( Doctoral dissertation Capella University ) .
39. Sanger, M. and GreenBowe, T (2001). Addressing student misconceptions concerning electorn flow in electrolyte solutions with instruction including computer animations and conceptual change strategies, International Journal of Science Education.22(5), 521-537.
40. Shaker, H., Abdelfattah, F., Hassan, M. S., & Mamari, K. A. A. L. (2024). The role of blended learning in developing the teaching skills of teachers in the Sultanate of Oman. In Proceedings of Educational Technology in Higher Education. Springer. https://doi.org/10.1007/978-3-031-71526-6_92
41. Simon S., & Campbell, S. (2012). Teacher Learning and professional development in science education. In Fraser, Barry J., Tobin, Kenneth G., & McRobbie, Campbell J.(Eds) Second international handbook of science education: Springer international handbooks of education London New York: Springer, 24, 295-306.
42. UNESCO (2002). Building Knowledge Societies, 164EX/INF.6, 25 April, Paris: UNESCO.
43. Zhao, Y., & Wang, Y. (2022). Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes. Frontiers in Psychology, 13, 926947. https://doi.org/10.3389/fpsyg.2022.926947
2. Ismail, A. Z. (2009). E-learning: From professionalism to application and quality. Cairo, Egypt: Alam Al-Kutub.
3. Itmeizi, J. A. (2009). A teacher’s guide to using the open-source learning management system Moodle.
4. Itmeizi, J. H. (2007). E-training: A future vision for training in Palestine. Paper presented at the Educational Conference of the Palestinian Ministry of Education and Higher Education: “Quality of Education in Palestine: Reality and Aspirations,” Ramallah, December 16–17. Retrieved March 23, 2020, from http://www.researchgate.net/publication/
5. Badir, M. F., Ali, N. M., & Al-Ghoul, S. S. (2022). Effectiveness of a training program based on the Moodle e-learning management system in developing technological competencies of student teachers at the Faculty of Home Economics. Journal of Research in Specific Education Fields, Minia University – Faculty of Specific Education, (40), 1011–1076. Retrieved from http://search.mandumah.com/Record/1200504
6. Belfaqih, M. M. A. (2006). Distance training as an approach to qualify and develop human resources: A field study on the female staff at King Abdul Aziz University in Jeddah (Unpublished master's thesis). Faculty of Economics and Administration, King Abdul Aziz University, Jeddah.
7. Al-Jarbawi, A. M. A. (2010). Obstacles to using e-learning systems in higher education. Reading and Knowledge Journal, Ain Shams University – Faculty of Education – Egyptian Reading and Knowledge Association, 102, 18–33.
8. Harb, S. A. (2020). Al-Aqsa University’s experience with e-learning during the Corona pandemic (practical presentation). International Virtual Scientific Forum: The Impact of COVID-19 on Family and Education (Visions and Solutions), August 7–8, 2020. International Scientific Conferences Journal, Arab Democratic Center, Germany – Berlin, in cooperation with Aydın University – Istanbul, Turkey, Registration No. VR-3383-6451.B, 30–39.
9. Hasan, Sh. M. (2009). E-training and human resource development. E-learning Journal, 4, 10–11.
10. Al-Dahshan, J. A. (2020). The future of education after the Corona pandemic: Prospective scenarios. International Journal of Educational Sciences Research, 3(4). Retrieved August 25, 2020, from http://iafh.net/index.php/IJRES/articl/view/225
11. Al-Deeb, I., & Al-Hayyali, W. (2015). Training in educational institutions: Strategies for modernization and activation (1st ed.). Amman, Jordan: Academic Book Center.
12. Zain Al-Din, M. (2011). New roles for teachers with e-learning. Al-Maʿrifa Journal, Ministry of Education, Saudi Arabia, 187, 118–128.
13. Al-Zain, H. B. A. H. (2018). Effectiveness of a training program to develop skills in employing cloud computing applications among faculty members. Educational Journal, Kuwait University – Scientific Publishing Council, 33(129), 107–146.
14. Al-Sadhhan, A. A. A. (2021). Effectiveness of a remote training program in developing skills in using Moodle LMS among faculty members at Shaqra University. Umm Al-Qura University Journal of Educational and Psychological Sciences, 13(2).
15. Al-Saʿadat, K. I. (2009). The feasibility of training using distance learning technologies: A field study. Paper presented at the 5th Saudi Technical Conference, Riyadh, January 11–14.
16. Al-Saʿīdī, H. B. M. B. S., & Al-Mutri, ʿA. B. S. B. S. (2021). Effectiveness of e-training in developing distance teaching skills among teachers and digital learning skills among students of the second cycle of basic education schools in Oman. Journal of Educational and Psychological Sciences, University of Bahrain – Scientific Publishing Center, 22(4), 39–74. Retrieved from http://search.mandumah.com/Record/1316644
17. Al-Shammari, M. ʿA. ʿA., Nubi, A., & ʿAbd Al-ʿAziz, Ḥ. A. (2013). Effectiveness of individual and cooperative e-training on skills to deal with technological innovations and critical thinking among science teachers in Dammam, Saudi Arabia. Paper presented at the 3rd International Conference on E-learning and Distance Education, Riyadh.
18. Subihi, H. ʿA. I., ʿAwad, A. M. ʿA., & Al-Mursi, M. ʿA. M. (2014). Developing a learning environment based on electronic interaction using social networks and its impact on developing Moodle usage skills among students of the Faculty of Education. Educational Technology: Egyptian Society for Educational Technology, 24, 293–319.
19. Sawafṭa, W. ʿA. K. M. (2016). Effectiveness of blended learning based on Blackboard LMS in developing attitudes toward physics among health colleges students at King Saud University. Educational Journal, Kuwait University – Scientific Publishing Council, 30(119), 295–345.
20. Al-Sirfi, M. (2009). Administrative training: Identifying training needs and designing training programs. Amman, Jordan: Dar Al-Manahij for Publishing and Distribution
21. Al-Taher, H. M. T., & Al-Zahrani, A. B. ʿA. (2020). The effect of interactive e-training on developing leadership skills among students at Hail University. Journal of Arts, Literature, Humanities and Social Sciences, (60). https://doi.org/10.33193/JALHSS.60.2020.315
22. Al-ʿAsili, R. Z. K. (2012). The reality and challenges of e-learning: The experience of Al-Quds Open University in the Hebron educational area. Journal of Educational and Psychological Sciences, University of Bahrain – Scientific Publishing Center, 13(1), 349–380.
23. Al-ʿAttar, N. H. (2015). Obstacles to implementing in-service e-training in UNRWA schools in Gaza governorates and ways to overcome them (Unpublished master’s thesis). Islamic University, Gaza.
24. Ali, A. F. (2009). The effect of employing e-training via the Internet on developing some skills of electronic test design among faculty members at South Valley University. Paper presented at the 7th Conference: Education at the Beginning of the Third Millennium: Quality – Accessibility – Lifelong Learning, Cairo, Institute of Educational Studies, Cairo University, July 15–16.
25. Eid, A. M. R. A. Q., Shamma, M. A. R., & Suryal, Z. A. M. (2024). Effectiveness of briefs in developing skills for managing e-learning platforms among preparatory school teachers in Al-Mahalla. Journal of Faculty of Education, Damietta University, 39(90), 4.
26. Faris, N. M., & Ismail, A. R. M. (2017). E-learning: Innovations in theory and strategy. Cairo, Egypt: Alam Al-Kutub.
27. Fathallah, M. A. S. (2014). Educational technology and communication in designing educational situations. Riyadh, Saudi Arabia: Dar Al-Sumai’i.
28. Mousa, O. (2007). The reality of training from the perspective of trainees: A case study of Palestine Bank (P.A.) in Gaza Strip (Unpublished master’s thesis). Faculty of Commerce, Islamic University, Gaza.
29. United Nations. (2020). Policy brief: Education during and after COVID-19. Retrieved August 28, 2020, from http://bitly.ws/aeqp
30. Wafiq, A. R. (2007). Distance training using computer and Internet (3rd ed.). Cairo, Egypt: Center for Professional Management Expertise – BIMAC.
31. Wahba, E. (2011). Philosophy of e-training and its requirements as an approach for sustainable professional development for secondary education teachers (Analytical field study). Scientific Journal of the Faculty of Education, Assiut University, 27(1), 247–307
32. Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study,Computers in Human Behavior, 102, 67-86,
33. Hannay, M. & Newvine, T. (2006) Perception of Distance Learning: A Comparison of Online and Traditional Learning. Journal of Online Learning and Teaching. (ISSN 1558-9528).https://doi.org/10.1016/j.chb.2019.08.004.
34. Kirkwood, A., & Price, L. (2013). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404
35. Kirkwood, A., & Price, L. (2013). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36. https://doi.org/10.1080/17439884.2013.770404
36. Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2022). The effectiveness of blended learning in health professions: Systematic review and meta-analysis. Journal of Medical Internet Research, 24(5), e28932. https://doi.org/10.2196/28932
37. Papadakis, S., & Kalogiannakis, M. (2017). Face-to-face or blended learning? A case study: Teacher training in the pedagogical use of ICT. International Journal of Teaching and Case Studies, 8(2), 145-162. https://doi.org/10.1504/IJTCS.2017.084043
38. Regino, R (2009 ) . Teacher perceptions of their training to teach online within community colleges in one region in California ( Doctoral dissertation Capella University ) .
39. Sanger, M. and GreenBowe, T (2001). Addressing student misconceptions concerning electorn flow in electrolyte solutions with instruction including computer animations and conceptual change strategies, International Journal of Science Education.22(5), 521-537.
40. Shaker, H., Abdelfattah, F., Hassan, M. S., & Mamari, K. A. A. L. (2024). The role of blended learning in developing the teaching skills of teachers in the Sultanate of Oman. In Proceedings of Educational Technology in Higher Education. Springer. https://doi.org/10.1007/978-3-031-71526-6_92
41. Simon S., & Campbell, S. (2012). Teacher Learning and professional development in science education. In Fraser, Barry J., Tobin, Kenneth G., & McRobbie, Campbell J.(Eds) Second international handbook of science education: Springer international handbooks of education London New York: Springer, 24, 295-306.
42. UNESCO (2002). Building Knowledge Societies, 164EX/INF.6, 25 April, Paris: UNESCO.
43. Zhao, Y., & Wang, Y. (2022). Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes. Frontiers in Psychology, 13, 926947. https://doi.org/10.3389/fpsyg.2022.926947
Published
2025-07-24
How to Cite
Prof. Dr. Sulaiman A. S. Harb. (2025). The Effectiveness of Two Training Modes (Digital vs. In-Person) in Developing Moodle Learning Management System Skills among Lectureres at Al-Aqsa University of Gaza. Journal of Educational and Human Sciences, (46), 196-218. https://doi.org/10.33193/JEAHS.46.2025.670
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Copyright (c) 2025 أ.م.د. سليمان أحمد حرب
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