Student teachers' perceptions of the use of LMS for promoting critical thinking in their future teaching career

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dc.contributor.authorMwalongo, Alcuin
dc.date.accessioned2019-04-30T08:50:43Z
dc.date.available2019-04-30T08:50:43Z
dc.date.issued2019-04
dc.description.abstractThe chapter examined student teachers’ perceptions of the use of Moodle for promoting critical thinking in their future teaching career. The study used a mixed methods approach with a sample of 70 student teachers from three public universities in Tanzania. Data were collected through a survey, focus group discussions, and a review of documents. Quantitative and qualitative data were analyzed through SPSS 25 and MaxQDA 18, respectively. The findings indicate the potential of Moodle for promoting critical thinking, collaboration, and professional development. Similarly, there were statistically significant differences between pre-service and in-service teachers in perceptions of satisfaction with Moodle and taking LMS-related jobs in the future. Pedagogical implications of the findings and the area for further research have been discussed.en_US
dc.identifier.citationMwalongo, A. I. (2019). Student teachers' perceptions of the use of LMS for promoting critical thinking in their future teaching career. In J. Keengwe & K. Kungu (Eds.), Handbook of research on cross-cultural online learning in higher education (pp. 119-137). Hershey, PA: IGI Global.en_US
dc.identifier.doi10.4018/978-1-5225-8286-1.ch007
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5190
dc.language.isoenen_US
dc.publisherIGL Globalen_US
dc.subjectCritical thinking, Future teaching career, LMS, Student teachers' perceptionsen_US
dc.titleStudent teachers' perceptions of the use of LMS for promoting critical thinking in their future teaching careeren_US
dc.typeBook chapteren_US
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