Adv Physiol Educ 42: 111–117, 2018;
doi:10.1152/advan.00155.2017.
HOW WE TEACH Generalizable Education Research
A Moodle-based blended learning solution for physiology education in
Montenegro: a case study
Natasa Popovic,1 Tomo Popovic,2 Isidora Rovcanin Dragovic,1 and Oleg Cmiljanic1
1
Faculty of Medicine, University of Montenegro, Podgorica, Montenegro; and 2Faculty for Information Systems and
Technologies, University of Donja Gorica, Podgorica, Montenegro
Submitted 16 October 2017; accepted in final form 18 December 2017
Popovic N, Popovic T, Rovcanin Dragovic I, Cmiljanic O. A
Moodle-based blended learning solution for physiology education in
Montenegro: a case study. Adv Physiol Educ 42: 111–117, 2018;
doi:10.1152/advan.00155.2017.—This study evaluates the impact of
web-based blended learning in the physiology course at the Faculty of
Medicine, University of Montenegro. The two main goals of the study
were: to determine the impact of e-learning on student success in
mastering the course, and to assess user satisfaction after the intro-
duction of e-learning. The study compared a group of students who
attended the physiology course before, with a group of students who
attended the physiology course after the Moodle platform was fully
implemented as an educational tool. Formative and summative
assessment scores were compared between these two groups. The
impact of high vs. low Moodle use on the assessment scores was
analyzed. The satisfaction among Moodle users was assessed by
the survey. The study found that attendance of face-to-face lectures
had a positive impact on academic performance. The introduction of
Moodle in the presented model of teaching increased interest of
students, attendance of face-to-face lectures, as well as formative and
summative scores. High frequency of Moodle use was not always
associated with better academic performance, suggesting that the
introduction of a new method of teaching was most likely equally
accepted by low- and high-achieving students. Most of the students
agreed that Moodle was easy to use and it complemented traditional
teaching very well, but it could not completely replace traditional
face-to-face lectures. The study supports continuing the use of web-
based learning in a form of blended learning for physiology, as well
as for other courses in medical education.
blended learning; Moodle in physiology; web-based learning manage-
ment systems
INTRODUCTION
The development of information technology at the end of the
20th century had a significant impact on many aspects of our
lives. In accordance with this, the internet is perceived as one
of the most important sources of new information by many (8).
Therefore, web-based learning is becoming a newly accepted
standard in the process of education. For example, Massachu-
setts Institute of Technology attempted to offer all of its
courses online in 2003 (17). Some of the course management
systems designed to aid web-based learning are sold as com-
mercial packages (e.g., Blackboard). Others like Moodle and
Address for reprint requests and other correspondence: N. Popovic, Faculty
of Medicine, University of Montenegro, Kruševac bb, 81000 Podgorica,
Montenegro (e-mail: npopovic@ac.me).
1043-4046/18 Copyright © 2018 The American Physiological Society
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Open eClass are open source and, therefore, free to download
and use. Moodle (modular object-oriented dynamic learning
environment) is a web-based platform for course management
that is translated into more than 30 languages and used all over
the world (11, 12). In 2013, Moodle was adopted by 23% of the
higher education institutions in the United States, making it the
second most common web-based course management system
next to Blackboard (7).
The application of web-based course management platforms
can be conducted in forms of blended learning and distance
learning (4). Blended learning combines traditional face-to-
face education with computer-mediated delivery of educational
material, as opposed to distance learning, which is mostly
computer mediated. Compared with a traditional style of learn-
ing, web-based learning has been reported to have numerous
advantages: it increases flexibility when choosing the time and
place to study, and it can improve communication among
students, as well as between students and the course instructor.
In addition, it develops critical thinking though the use of
multimedia presentations and additional links to useful web-
sites. It diversifies the means of student assessment and allows
the course instructor to provide feedback to the students in a
more efficient and timely manner (16). Nevertheless, one of the
main concerns expressed by the instructors is that attendance of
face-to-face lectures will decrease if the lecture notes are made
readily available through web-based course management plat-
forms (15). This further raises the question of whether de-
creased attendance would affect student grades, considering
the fact that some researchers have reported a positive corre-
lation between attendance and academic performance, whereas
some could not confirm such correlation (9, 14). Despite these
concerns, web-based course management systems are being
introduced at graduate and postgraduate levels of medical
education, as well as continuing medical education. Medical
schools using Moodle as a platform in teaching physiology
reported a generally positive experience. Improvement of ac-
ademic performance after the introduction of the web-based
learning management system was observed by some of these
groups (15), whereas others noted that, while learner satisfac-
tion generally increased, grades did not change significantly (3,
5, 6). At the University of Montenegro, an e-learning concept
using Moodle as a platform for course management was
established in 2007 (13). Most of the courses at the University
of Montenegro use Moodle as a simple repository for lecture
notes, some additionally use it for administration of exams and
tests, and only a few use it for streaming lectures and deliver-
111
112 BLENDED LEARNING SOLUTION FOR PHYSIOLOGY EDUCATION
ing the complete course in an online form (13). Physiology is
the first course offered at the Faculty of Medicine to use this
type of web-based learning technology since 2016.
The two main goals of our study were to determine the
impact of blended web-based learning via Moodle on student
success in mastering the physiology course, and to assess user
satisfaction after the introduction of e-learning.
MATERIALS AND METHODS
Organization of the Physiology Course
Students enrolled at the Faculty of Medicine are accepted to the
program based on the merit and entrance exam scores. Accepted
students can enroll into one of the three professional tracks: School of
Medicine, School of Dentistry, or School of Pharmacy. In this paper,
we present results collected on the students enrolled into the School of
Medicine. The study program at the School of Medicine lasts 6 yr,
and, after completion of this program, students earn a Medical Doctor
degree. Similar criteria have been used for acceptance of the students
into the School of Medicine every year.
Physiology is a mandatory course for all students in this program
during their second year of studies. Passing the final exam in physi-
ology is a condition for advancing to the third year of studies.
Physiology is a two-semester course, with each semester lasting 15
wk. Students are required to take 11 credits of physiology in the Fall
and 11 in the Spring semester. The physiology course consists of
face-to-face theory lectures, practical classes, and seminars on se-
lected topics in medical physiology and biomedical physics. During
seminars, students are required to prepare material on a given topic
and to present it in front of the student audience. The difficulty level
of the course and number of credit hours based on the European Credit
Transfer System did not change in the 2-yr period during which the
study was conducted.
Participant Groups and Implementation of Information
Technologies
The study included a group of 49 students enrolled in the physi-
ology course in the 2015–2016 academic year (group 1: 31% men,
69% women, average age 22 yr, age range from 19 to 30 yr), and a
group of 42 students enrolled in the physiology course in the 2016 –
2017 academic year (group 2: 43% men, 57% women, average age 21
yr, age range from 19 to 24 yr).
It is important to emphasize that group 1 relied very little, whereas
group 2 relied heavily, on the use of Moodle as the web-based course
management system during the school year. Moodle was used, but
only for test taking during the Spring semester 2015–2016 academic
year. However, for group 2, Moodle was fully introduced as an
educational tool at the very start of the 2016 –2017 academic year.
There were no major changes in the teaching staff, curriculum, and
schedule of classes between the two groups.
Group 1 had face-to-face theory lectures, and the lecture notes were
available for students to download from a password protected website
repository. During practical classes, students observed laboratory
demonstrations in groups and were obligated to personally perform
some of the laboratory exercises. Laboratory simulations and video
recordings of laboratory demonstrations were used only occasionally,
8.33% of the total number of hours of practical classes.
For group 2, lectures were still delivered face to face. Thanks to
Moodle, students had access to complete curriculum chronologically
organized by weeks and published online, and to all of the lecture
notes, some of them supplemented with video clips and links to
informative websites. The lecture notes were published on the day of
the lecture, often a couple of hours before the lecture, so students
could review the notes before the class. Students had the chance to test
their knowledge by taking online practice tests. A student forum
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feature was available, but was not used. During practical classes, a
great number of laboratory exercises were replaced by video clips and
laboratory simulations, 45.5% of the total number of hours of practical
classes. This way, recorded demonstrations could be watched indi-
vidually as many times as necessary during the class, which made the
learning process more flexible and adjustable to each students’ learn-
ing speed. Students were still obligated to personally perform those
laboratory exercises that were focused on developing essential skills
for work with patients (for example: performing exam of deep tendon
reflexes, recording ECG, measuring blood pressure). In addition,
paper-based practical quizzes that were conducted at the end of each
practical class for group 1 were replaced by computer-based practical
quizzes, which made classes more streamlined. Participation in prac-
tical quizzes was mandatory.
Formative Assessment
To evaluate the student learning progress for group 1, two term
tests in paper form were conducted during the course of the Fall
semester, and three computer-based tests were administered during
the Spring semester through Moodle. To evaluate student learning
progress for group 2, all five term tests were conducted in comput-
erized form through Moodle in the classrooms of the Faculty of
Medicine.
Both paper-based and computer-based tests were in the same
format: there were 60 multiple-choice questions that were randomly
chosen from a large comprehensive base of questions. Participation in
all term tests was mandatory. Students were allowed to complete each
test only one time. In the study presented here, the scores of those five
test grades for each student are averaged and expressed as a percent-
age of correctly answered questions.
Feedback After Formative Evaluation
For group 1, paper-based term tests were graded within 2–3 days,
and feedback on incorrectly answered questions was provided at the
students’ request during the student consultation time. After taking
the computer-based test, the students would get feedback and review
the term test results immediately after the test was completed while
they were still in the classroom.
Summative Assessment
The final grade at the end of the course was a sum of student
activity during the year: attendance and participation in the face-to-
face lectures and practical classes (20% of the grade), term test scores
(30% of the grade), the final practical exam (5% of the grade), and the
final oral exam (45% of the grade). Grades were expressed on a
six-grade scale from 5 to 10, with grade 5 being the failing grade and
grade 10 being the excellent grade.
Online Activity Logs as a Measure of Moodle Use
To define high-, mid-, and low-volume Moodle users, we counted
the total number of times each student in group 2 accessed lectures
and other features offered through Moodle during the academic school
year. The distribution of Moodle usage data points was verified by
finding quartiles. Data points belonging to the first quartile repre-
sented low-volume, those in the second and third quartile represented
mid-volume, and in the fourth quartile represented the high-volume
Moodle user group. Additionally, the number of clicks could represent
a measure of the students’ active participation in education through
Moodle by taking tests and quizzes. Nevertheless, this analysis was
not included in the paper, because all of the term tests and quizzes
were mandatory, so all students participated in them to a similar
extent.
 BLENDED LEARNING SOLUTION FOR PHYSIOLOGY EDUCATION 113

Fig. 1. Correlation between attendance of face-to-face

lectures and academic performance (group 1 and group 2
were analyzed together). Higher attendance of face-to-face
lectures is associated with achieving higher formative
scores and a better summative grade. A: students who
attended face-to-face classes more regularly had better
formative grades (n ⫽ 91). B: students with higher atten-
dance of face-to-face lectures also had higher final grades
(n ⫽ 91).

Statistical Analysis Moodle Online Activity During the Course of the

Academic Year
Pearson correlation test, one-way ANOVA with Tukey post hoc
analysis, and t-test were performed in the statistical program R. The The use of Moodle enabled us to perform a year-round
data were considered statistically significant if the P ⬍ 0.05. analysis of group 2 student online activity, with a focus on the
Survey number of accesses to various features offered though Moodle.
The analysis showed that the most frequently accessed feature
The participation in the survey was voluntary and anonymous. were lecture notes (Table 1), and that the mean number of
Moodle was introduced in the Spring semester of the 2015–2016 online accesses to weekly lecture notes decreased during the
academic year. Therefore, the students in group 1 were exposed to
Spring compared with the Fall semester (Fig. 4; 140 ⫾ 17.67 in
Moodle, but only during the Spring semester. To assess learner
satisfaction after the introduction of e-learning, we conducted the the Fall, vs. 101.5 ⫾ 9.82 in the Spring, means ⫾ SD, P ⫽
survey among the students of both groups at the end of the course. We 4.45 ⫻ 10⫺6).
surveyed 64 students (70.33% of all students): 28 students from group
Moodle Online Activity and Student Grades
1, and 36 students from group 2. The survey consisted of three
sections: demographic information (sex, age, level of computer skills, To assess if the frequency of online activity on Moodle
and quality of internet access at the place of residence), a section with affected student grades in group 2, we measured Moodle use
answers rated on a 5-point Likert scale (5 denoting “I strongly agree,”
by the number of times each student accessed items offered
as opposed to 1 denoting “I strongly disagree”), and a section with
open-ended questions. We used a survey model to address all dimen- though Moodle during the school year. We found that mid-
sions that have been shown to have a significant impact on learner frequency Moodle users scored higher on formative tests than
satisfaction (16). those who were low-frequency users, but there was no signif-
icant difference between high- and low-frequency users (Fig.
EXPERIMENTAL RESULTS 5A). In addition, mid-frequency users scored higher final
Attendance of Face-to-Face Lectures, Student Grades, and grades than high-frequency users (Fig. 5B). This finding sug-
Moodle Use gests that more frequent use of Moodle was not always asso-
ciated with higher grades.
One of the main concerns expressed by some instructors
regarding the introduction of web-based course management
systems to the curriculum is that attendance of face-to-face
lectures would decrease, if the lecture notes were made readily
available online (6, 15). Moreover, when we analyzed both
groups of students together, those who attended face-to-face
lectures more regularly had higher formative and summative
grades (Fig. 1). This emphasized the importance of attending
the face-to-face classes and pointed out that integration of
Moodle into the teaching curriculum might have some disad-
vantages.
Nevertheless, when we compared attendance of face-to-face
lectures between group 1 and group 2, we found that group 2
had significantly higher overall attendance during the course of
the academic year (Fig. 2). Therefore, contrary to the expec-
tations of some, the introduction of Moodle was associated
with improved attendance of face-to-face lectures. In accor- Fig. 2. Attendance of face-to-face lectures of group 1 (low use of Moodle)
compared with group 2 (Moodle was fully introduced to the curriculum).
dance with this finding, group 2 also achieved higher formative Group 2 had significantly higher overall attendance during the academic year
test scores and higher summative grades at the end of the (means ⫾ SD; 79.67 ⫾ 22.25% for group 1 vs. 87.77 ⫾ 13.09% for group 2;
course (Fig. 3). P ⫽ 0.041).

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114 BLENDED LEARNING SOLUTION FOR PHYSIOLOGY EDUCATION
Fig. 3. Academic performance of group 1 (low use of
Moodle) compared with group 2 (Moodle was fully
introduced to the curriculum). Group 2 achieved a
higher average formative test score (73.44 ⫾ 23.55%
for group 1 vs. 81.31 ⫾ 10.74% for group 2; P ⫽ 0.049;
A), and a higher summative grade (7.80 ⫾ 2.11 for
group 1 vs. 9.00 ⫾ 1.67 for group 2; P ⫽ 0.004; B).
Survey Results
Demographic data. During the 2-yr period in which we
conducted the study, there were 91 students enrolled in the
physiology course. Out of that, 63.74% were women and
36.26% were men. The average age of all students enrolled in
the physiology course was 21 yr, with the age range being from
19 to 30 yr. The survey participation was voluntary and
anonymous. Sixty-four students (or 70.33%) participated in the
survey in total; out of that 62.50% were women and 37.50%
were men. The average age of the students who took the survey
was 21 yr, with the age range from 19 to 25 yr.
In addition, the survey showed that a great majority of the
students reported their computer skills as average or better
(Fig. 6A). Most of the students reported that their internet
connection at home was adequate, whereas 3.13% students did
not have internet connection at home and had to use computers
in the public library (Fig. 6B). Moreover, 72% of students
regularly accessed Moodle over their smart phone, confirming
that a large number of students accepted the innovation readily,
and that the change fit very well with their daily habits.
Questions using 5-point Likert scale. The summary of sur-
vey results is shown in Table 2. The results are presented as a
percentage of the total number of surveyed students who
answered that particular question. The two most common
answers to each question are in bold.
Open-ended questions. When asked what they liked about
the use of the web-based learning management system in the
physiology course, 35.94% students answered they liked the
easy access to notes, 39.06% quick feedback, and 28.13% liked
how easy it was to use. When asked what they did not like,
6.25% students did not like outdated computers and equipment
in the classrooms of the Faculty of Medicine, and 4.69%
students did not see any advantage in using Moodle during the
physiology class.
Table 1. Moodle online activity
Items Offered Online Through Moodle No. of Times Item Was Accessed
Lectures 121 (per lecture on average)
Seminar topics information 52
Final oral exam list of questions 197
Final practical exam list of questions 74
Course organization 120
Useful links 19 (per link on average)
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DISCUSSION
Impact of Moodle on Attendance of Face-to-Face Lectures
and on Student Grades
The results show that attendance of face-to-face physiology
lectures is associated with better academic performance of
students. This may be due to the fact that students with higher
grades tend to have better work ethics and, therefore, attend
classes more regularly, regardless of the mode of delivery of
lecture notes. However, this finding also underscores the im-
portance of attending face-to-face lectures regularly. The in-
troduction of Moodle was associated with increased attendance
of the face-to-face lectures, which was contrary to expectations
of some course instructors. In accordance with this, the stu-
dents in group 2 achieved higher formative and summative
grades compared with those in group 1.
Impact of Frequency of Moodle Use on Student Grades
Frequency of Moodle use generally decreased during the
course of the academic year. This was most obvious when we
looked at the number of times weekly lectures were accessed
during the year. This observation agrees with the findings of
other researchers (15) and might be related to two factors. First,
the students’ schedules and responsibilities relevant to other
subject courses change in Spring, and academic pressure in-
creases as the school year begins to come to an end. Second, all
of the students were first-time Moodle users. By Spring semes-
ter, they became very proficient users of this online system,
requiring less online accesses to achieve the same result. It is
also possible that the attractiveness of the novelty decreased
with time.
Whereas introduction of Moodle did have a positive impact
on academic performance, increased frequency of Moodle use
was not always associated with improved academic perfor-
mance. This finding was in accordance with other reports (6,
15) and might suggest that all students (low and high achiev-
ers) accepted the introduction of Moodle with a similar level of
interest and motivation. It is also possible that increased
frequency of Moodle use significantly affects only a subset of
the student population, as suggested by the study by Antonoff
et al. (1). This study showed that academic performance of
individuals with mid-range scores did improve by increased
frequency of use of the Moodle-based online curriculum.
 BLENDED LEARNING SOLUTION FOR PHYSIOLOGY EDUCATION
Survey Results
The survey results supported the finding that attending
face-to-face lectures is important, even when a web-based
course management system is used. The survey showed that
65% of students thought the information technologies com-
plemented traditional methods of learning. However, only
44% of students agreed that information technologies can
completely substitute for the traditional style of learning,
and 46% of students did not agree with this statement. Most
students agreed on several benefits of this innovation in
learning: Moodle was easy to use (90%), it allowed prompt
feedback (90%), improved their time management (59.38%),
and improved communication between students and the
teacher (59%). Seventy-eight percent of students recom-
mended further use of Moodle in the physiology course, and
68% stated they would recommend use of Moodle in other
subject classes.
Based on the experience of the teaching staff, Moodle is
easy to use, has great flexibility with regards to editing and
changing the web page, and it does not require any previous
experience in web page programming. The use of Moodle
decreased expenses related to supplying and maintaining
laboratory material and equipment, and it saved time in test
preparation and grading. It also enabled course instructors to
monitor activity of students during the course in a more
efficient way and provided quick feedback if the students
achieved their learning milestones on time.
Collectively, these results suggest that students and course
instructors perceive the implementation of information tech-
nologies in the physiology course as useful, and that they were
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115
Fig. 4. Frequency of online accesses to weekly
lecture notes. For group 2, the number of times
the weekly lecture notes were accessed online
through Moodle decreased in the Spring semes-
ter compared with the Fall semester. Weeks 13
and 14 were reserved for seminars on selected
topics in medical physiology. Weeks 28 and 29
were reserved for seminars on selected topics in
biomedical physics. The knowledge assessment,
repeat tests for students who wanted to improve
their test scores, and supplementary tutoring ses-
sions occurred during weeks 15, 25, 27, and 30,
and during this time no new lecture material was
taught.
satisfied with these innovative changes. These results are in
agreement with findings of others (6, 15). The study shows that
blended learning, or combining the traditional face-to-face
lectures with a web-based course management program, might
be the best way to improve the quality of education. The real
value of this educational innovation might be in the introduc-
tion of the same model of blended learning in other subject
classes, which will allow creation of links and cross-references
of the physiology course with clinical and other basic medicine
subjects. This will increase motivation of students to learn and
develop a critical way of thinking.
One of the limitations of our study is that the study com-
pared a group of students who had mostly face-to-face lectures
with minimal use of Moodle, with the group of students who
had significantly more Moodle-based resources available
throughout the year combined with face-to-face lectures. How-
ever, the study did not examine groups of students in two
extreme learning environments: a group with an access to
exclusively face-to-face lectures with no access to Moodle, and
a group with an access to online notes with no access to
face-to-face lectures. This was not done because it could
potentially affect students’ overall performance in a negative
way. Another limitation of the study is that the forum feature
in Moodle was not used, which was reflected in the results of
the student survey that showed only 31% of students felt
Moodle improved communication among students, whereas
36% felt it did not improve communication among students at
all. Seluakumaran et al. (15) used the forum feature and
reported it to be most frequently accessed among all features
offered through Moodle. However, the students still felt
Fig. 5. Frequency of Moodle use and its impact on aca-
demic performance. A: mid-frequency users achieved bet-
ter formative scores compared with low-frequency users
(75.92 ⫾ 15.01% for low- vs. 85.57 ⫾ 5.13% for mid- vs.
78.96 ⫾ 11.10% for high-frequency users; overall P ⫽
0.035). B: the mid-frequency users achieved higher
summative grade compared with high-frequency users
(8.91 ⫾ 1.45 for low- vs. 9.65 ⫾ 1.14 for mid- vs.
7.91 ⫾ 2.17 for high-frequency users; overall P ⫽
0.017). a,b Groups labeled with different letters are sig-
nificantly different.
116 BLENDED LEARNING SOLUTION FOR PHYSIOLOGY EDUCATION

A B
Fig. 6. A: computer skills as reported by

Computer skills (%)

Internet connection
students in the survey (70.31% average,
23.44% above average, 6.25% below average
computer skills). B: internet connection qual-
ity at home as reported by students in survey
(48.44% excellent, 26.56% good, 17.19% av-
erage, 4.69% below average internet connec-
tion, and 3.13% of students stated that they
do not have internet connection at home).

Moodle did not improve their communication. In addition,
Anwar et al. (2) reported that interaction via social media
platforms, such as Facebook, can successfully be used as a tool
for blended learning in their neuroscience class. To improve
communication among the students in the future, the forum
feature offered though Moodle should be redesigned, so its
structure resembles the design and functionality of popular
social media platforms. Alternatively, forum-type activities in
Moodle could be completely performed though Facebook
pages.
Conclusion
The study presented here shows multiple benefits of the
use of blended, web-based course management programs in
physiology education compared with the traditional style of
learning. The main contributions are summarized as fol-
lows:
• The paper describes a case study of implementing a Moodle-
based blended learning solution for the physiology course
curriculum, which resulted in improved academic perfor-
mance of the students.
• The study shows that, although the use of the web-based
learning management systems was very well received by the
students and course instructors, they all agreed that, for the
best performance, these tools should still be combined with
traditional face-to-face teaching.
• Students recommended that the use of Moodle for blended
learning in physiology should be continued in the future.
They also agreed that similar solutions should be adopted for
other subject courses, which could enable linking between
physiology lectures with related modules from other subject
courses.
• Our next step will be to enable the forum feature of the
Moodle and to explore possibilities utilizing social media
platforms to improve communication among the course
participants.
ACKNOWLEDGMENTS
The authors thank Dr. Bozo Krstajic and Aleksandra Radulovic for
all suggestions regarding web tools and for technical help with Moodle
setup.
DISCLOSURES
No conflicts of interest, financial or otherwise, are declared by the
authors.
AUTHOR CONTRIBUTIONS
N.P. conceived and designed research; N.P., I.R.D., and O.C. performed
experiments; N.P., T.P., and I.R.D. analyzed data; N.P. interpreted results
of experiments; N.P. and T.P. prepared figures; N.P. drafted manuscript;
N.P. and T.P. edited and revised manuscript; N.P. approved final version of
manuscript.

Table 2. Survey results

1. Strongly 5. Strongly
Graded Answers Disagree 2. Disagree 3. Neutral 4. Agree Agree

1. Registration to Moodle was simple. 1.56 3.13 1.56 23.44 70.31

2. Access to Moodle by using the internet was simple. 0.00 1.59 4.76 23.81 69.84
3. Moodle is easy to use. 0.00 4.76 4.76 15.87 74.60
4. Lecture material on Moodle was adequate, relevant, and useful. 4.69 6.25 6.25 14.06 68.75
5. Lecture material was easy to download and print. 3.17 1.59 17.46 12.70 65.08
6. Teaching staff provided their feedback on test results efficiently and in a timely manner. 1.59 3.17 4.76 19.05 71.43
7. Use of information technology through the internet enabled me to use my time more efficiently. 6.25 15.63 18.75 10.94 48.44
8. Moodle improved my communication with other students. 14.06 21.88 32.81 9.38 21.88
9. Moodle improved communication between students and the teaching staff. 9.37 7.81 23.44 28.12 31.25
10. Moodle improved my understanding of lecture material taught in the Physiology course. 9.38 10.94 21.88 15.63 42.19
11. Information technologies complement traditional ways of teaching in an excellent way. 7.94 6.35 20.63 12.70 52.38
12. Education through Moodle could completely replace traditional ways of teaching. 17.46 28.57 9.52 9.52 34.92
13. Department of Physiology should continue using Moodle in the future. 7.81 4.69 9.37 17.19 60.93
14. Other subjects taught at the Faculty of Medicine should adopt using Moodle for the delivery
of their curriculum as well. 9.38 7.81 14.06 20.31 48.4
Values are presented as a percentage of the total no. of surveyed students who answered that particular question. Answers were graded on 5-point Likert scale.
The two most common answers to each question are in bold.

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