Assessing the Interaction and Interactivity in OUT MOODLE LMS:: The Outlook of Content Design Patterns, System Configurations and User’s Access Rates

Despite the wide spread adoption of MOODLE by Higher Learning Institutions (HLIs) in Tanzania, there is still lack of maximum utilization of the software by learners. This is due to lack of interactivity in the system caused by poor MOODLE customization and configuration, improper content design and integration with add-on multimedia files. On the other hand, instructors consider that uploading learning materials in MOODLE is enough without putting down the interactivity facilities. This paper assesses the interactivity in MOODLE from both design and usage. The paper discloses the extent of poor MOODLE customization that can likely hinder the inclusion of the multimedia facilities, extent of poor online course design and lack of virtual interactivity among learners. To undertake this study, a case study methodology was opted by investigating the MOODLE platform of the Open University of Tanzania. The respondents to this study were categorized as MOODLE Learners (MLs), MOODLE Instructors (MIs) and MOODLE Administrators (MA). In addition to interview, an intensive documentary review together with screening the design and configurations of MOODLE servers has been done. The study focused on four aspects of interactivity which are learner interaction to learner, instructor, content, and interface. The study reveals that there is a critical lack of interactivity between learners themselves enrolled in the same course, between learners and their respective tutors and between learners and system contents and interfaces. The synchronous interaction is less practiced compared to asynchronous interaction. This has been due to less insertion of real time multimedia and interactivity features. Generally, uncoordinated operations and ad hoc performance among key MOODLE stakeholders during interface design, software implementation, system configuration, and onsite content development form the basis of this