Service Quality Analysis of Student and Tutor Experience of a Moodle 4.5 Upgrade

Abstract

With advances in technology, alongside processes put in place during and following the pandemic, over the past four years we have seen an incremental growth in online education.  To service this increase in digital learning, organisations have been seeking Learning Management Systems (LMS) that enable them to deliver a high-quality service to their learners and the tutors supporting them. This study explores the implementation of an upgraded Moodle 4.5 at MKLC, an online training provider, where learners work independently on self-paced courses and submit assignments for individualised feedback from their tutors.  By collecting data from both tutors and learners, this paper offers a dual-stakeholder perspective on service quality in the delivery of online accredited qualifications. Using a SERVQUAL framework adapted for digital learning environments, questionnaires were sent to tutors and learners within two weeks of the platform upgrade.  The instrument measured perceptions across five service quality dimensions, which were analysed using descriptive statistics and thematic analysis.  Preliminary findings from 24 learners and 4 tutors indicate that most learners find their online experience with Moodle 4.5 positive, although they would find a Welcome Pack on navigating Moodle useful and believed badges would be motivating.  They would also find it helpful to be directed to the next course following their current course. On the other hand, tutors found the upgraded platform more difficult to navigate and were not so satisfied with the quality, believing it made their tutoring task more time-consuming and less professional.