Students' Perspectives on the Real Use of Interaction in E-Learning Using Moodle at Algerian University
DOI:
https://doi.org/10.57125/ELIJ.2026.03.25.01Keywords:
E-Learning, Learning Management Systems, Moodle, Higher Education, Moore's Interaction Framework, Social Media, Algeria.Abstract
Despite the widespread adoption of Learning Management Systems (LMS) in higher education, empirical evidence on how students actually interact within these platforms remains limited, particularly in North African contexts. This study explores the real use of interaction in e-learning environments at two Algerian universities, drawing on Moore's (1989) interaction framework to examine three dimensions: learner–content interaction (lesson access), learner–learner interaction (peer engagement), and learner–instructor interaction (teacher communication). A cross-sectional survey was administered to 616 randomly selected students from the faculties of education at Algiers 2 and Setif 2 universities. Data were collected using a structured questionnaire validated through expert review, with acceptable internal consistency (Cronbach's α = .77). Descriptive analysis revealed a pronounced preference for informal digital channels over the institutional Moodle platform across all three interaction dimensions. For lesson access, 74% of students relied on social media groups compared to only 13% who used Moodle. Peer interaction occurred predominantly through social media (63%) and private messaging (18%), with no students reporting peer engagement via Moodle. Teacher–student interaction showed a critical gap: 48% of students reported no interaction with their instructors, 42% engaged via video conferencing, 7% via private messages, and, again, no students interacted with teachers via Moodle. These findings reveal a systematic disconnect between institutional platform availability and actual student use, suggesting that Moodle functions primarily as a static content repository rather than an interactive learning environment. The study recommends redesigning Moodle courses with interactive features, strengthening teachers’ digital presence, and integrating formal and informal platforms to create more balanced and effective e-learning ecosystems.
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Copyright (c) 2026 Khabbab Meziane Cherif, Mohammed Laarbi Badrina, Salim Djaballah, Amel Belhamiti, Mohammed Rebahi
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