Using Moodle to Teach Computer Literacy to First-Time Computer Users: A UNAM Case Study

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Abstract Computer literacy courses provide opportunities for students to develop skills that are essential for lifelong learning. Many educational institutions in developing countries offer compulsory Information and Communication Technology (ICT) courses to help their first-year students develop these skills. Due to factors such as lockdowns imposed as a result of the COVID-19 pandemic, some first-year students may not be able to attend these courses in person. This chapter investigates the suitability of an online environment for teaching a Computer Literacy course to first year students with varied demographics. It takes as a case study the delivery of the Computer Literacy course on the University of Namibia (UNAM) Moodle Learning Management System (LMS) over one semester. The course caters to a diverse student population, some of whom come from marginalized backgrounds and have never used a computer before. Using a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study used a survey to determine the satisfaction of students and lecturers involved with the course. We also conducted semi-structured interviews to get an in-depth understanding of the actual use and level of satisfaction with Moodle. Results indicate that most students do not have access to ICT devices or the software required for the course. Although all students completed the course without any dropouts, the study also found that the students consistently accessed only two features supported by Moodle. The study recommends that all first-time users take an informal Introduction to Online Learning course before starting the Computer Literacy course. It also recommends that the current course be adapted to fit the context of use and to enhance online teaching of Computer Literacy to first-time computer users at UNAM.

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