000			02016nam a22002417a 4500
003			ZW-GwMSU
005			20210507143358.0
008			210507b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100	1		_aMpungose, Cendric B _eauthor
245	1	0	_aIs moodle a Platform to decolonise the University Curriculum? Lectures' reflections/ _cCedric B Mpungose.
264			_aPretoria: _bUnisa Press and Routledge _c2020-
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume17 , number 1,
520			_aThis article presents the results of an interpretive case study of three lecturers teaching a physical science module. The purpose of the study was to explore the lecturers’ reflections on their understanding of the Modular Object-Oriented Dynamic Learning Environment (Moodle) as a platform to decolonise the university curriculum. Purposive, with convenience, sampling identified the three most accessible lecturers. An emailed reflective activity, one-on-one semi-structured interviews, and Moodle observations were utilised for data production. Inductive and deductive processes were used to ensure guided analysis of the produced data. The article argues that the Moodle learning management platform (LMP) has the potential to decolonise the university curriculum. The study concluded that the lecturers reflected well in all curriculum signals based on their informal, formal and personal LMPs in order to address all the needs. Consequently, the study recommends that lecturers understand the curriculum signals of each Moodle platform, before teaching and learning take place, in order to to decolonise the university curriculum.
650	0	4	_aColonisation _xCurriculum signals
650	0	4	_aDecolonisation _xModular Object-Oriented Dynamic Learning Environment
650	0	4	_aLearning management platforms
856			_uhttps://doi.org/10.1080/18146627.2018.1479645
942			_2lcc _cJA
999			_c157063 _d157063