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\title{Level of Satisfaction using Moodle as an E-Learning Tool for Students in B-School}
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             \author[1]{Ms. Rittika  Motilal}

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\date{\small \em Received: 10 December 2017 Accepted: 2 January 2018 Published: 15 January 2018}

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\begin{abstract}
        


This study is to find the level of satisfaction using Moodle as an E-Learning Tool for Students in B-School. As Moodle being free open source software there are many institutes using Moodle as their e-learning platform to run and execute their courses, to interact with students and faculty members. Moodle is being used for conducting on-line test, feedback submission, assignment submission, class schedule & to upload course notes. Since most of the B-Schools have started adapting to this e-learning Platform to run their courses, it is must to know whether the end users are satisfied with it. And if they are satisfied, to what extent. A in depth analysis about the Level of satisfaction of Moodle as an E-Learning Tool for Students is being carried out looking at the various issues of management schools.

\end{abstract}


\keywords{moodle, e-learning, level of satisfaction, students.}

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\let\tabcellsep& 	 	 		 
\section[{I. Introduction}]{I. Introduction}\par
s digital technologies dominate everywhere in the world. It is time for the organizations to pick up from the new technologies and make use of it to execute their tasks. In that line the educational institutes have already started implementing E-learning platform in their premises. Commercial softwares are very expensive for any organizations to implement it as their platform. Among the best e-learning Platform Moodle stands the first préférence for the éducational institutes as it is a free open source software.\par
The name Moodle is an acronym for Modular Object Oriented Dynamic Learning and Environment and it is known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online courses and evaluate through online. One of the main advantage of Moodle is that it is an open source software and it is very user friendly.\par
Since most of the educational institutes have already started getting adapted to Moodle, we wanted to find out whether the end users are happy with this environment. So, this research mainly focuses on the satisfaction level of the end users to use Moodle as the e-learning Platform. 
\section[{II. Literature Review}]{II. Literature Review}\par
Rahul Shrivastava, Yogendra Kumar Jain, and Ajay Kumar \hyperref[b1]{Sachan (2013)} found that e-Learning is the future of learning and found that how learning can be as interactive and interesting as possible to the users by using MOODLE. They identified that e-Learning will grow rapidly in any organization be it corporate world or any educational organization.\par
Ana Paula \hyperref[b2]{Lopes(2011)} found that The Moodle is a wonderful e-learning platform used throughout the world. Through which we can communicate and transmit information. The great success of this platform is that it is an open source system for distant courses. They found that such platform deserves special attention. The only thing we need little technical knowledge and computers with Internet connection.\par
Holtham, Clive and Rich, Martin and Norris, Leona (2012) found that Moodle is a successful implementation of an online learning environment. He found that it would be a great success for any kind of institution, flexible to learn over Moodle for students, providing curriculum and so on. According to him, this is an innovation in teaching.\par
Jordi Garcia, Michel Somé, Eduard Ayguadé, Jose Cabré, Maria José Casany, Manel Frigola, Nikolas Galanis, Manuel García-Cervigón, Manel Guerrero, Pilar Muñoz (2012) found that Moodle is a teaching and learning instruments which is growing in numbers in universities for adopting online courses and digital platforms to replace or supplement classroom activities. They found that the way of learning would totally be changed in coming future rapidly.\par
Shivangi \hyperref[b3]{Saraswat (2014)} found that Moodle is an online learning management system which is adopted globally by several colleges, Universities and Organization to enhance online learning. It offers course materials for students, collect assignments and manage grades. Moodle was designed to support additional cooperative and participative teaching and learning atmosphere than different learning management systems. She has mainly focused on customization and implementation of LMS Moodle. She succeeded in finding Moodle as the optimal E-learning platform. 
\section[{III. Research Objective}]{III. Research Objective}\par
1. To find out whether the end users are happy to use Moodle as their E-learning Platform. 2. Is there any difference between male and female in their level of satisfaction using Moodle? 3. Is the level of satisfaction using Moodle varies depends on their educational background? 4. Is the level of satisfaction using Moodle varies depends on their experience? 
\section[{IV. Methodology and Analysis of Statistical Results}]{IV. Methodology and Analysis of Statistical Results}\par
The study was conducted at ITM Business School, Kharghar. As Moodle is a e-learning tool used by the students as their e-learning platform we took students as the sample to make the survey. We generated questions asking their level of satisfaction. We collected 47 responses and tried to find out the correlation in various aspects like gender, educational background and year of experience and the level of satisfaction.\par
The primary data was collected by the survey method. The secondary data was collected from Google scholar, Proquest, Wikipedia, e-journal, online news update and e-learning e-magazines to find out the level of satisfaction of using Moodle as the e-learning tool.\par
V. Findings 1. To find out whether the end users are happy to use Moodle as their E-learning Platform. 2. Is there any difference between male and female in their level of satisfaction using Moodle? Out of 47 most of the students we found that there is no significant difference between the sample of female students and male students in the level of satisfaction using Moodle. 3. Is the level of satisfaction using Moodle varies depends on their educational background?\par
The results of the contingency coefficient indicate a level of significance of 0. 516.So, here we can find that there is no significant difference between students with engineering background and students with other qualification. 
\section[{Asymp. Sig.}]{Asymp. Sig.}\par
( On the question of being happy with Moodle as it can be accessed from anywhere, we find that there is significant difference between students having more experience and those were fresh the level of significance is .002. It can be due the fact there is only one student with more than 3 years of experience who has strongly disagreed with the statement.40 out 47 respondents have strongly agreed or agreed with the statement. On the question of availability of Moodle as and when required, we find that there is significant difference between students having more experience and those were fresh the level of significance is .000. It can be due the fact that out of 3 students two having experience above 3 years two have strongly disagreed with the statement.40 out 47 respondents have strongly agreed or agreed with the statement. On the question of whether they are convenient to submit feedback using Moodle, we find there is no significant difference between experienced and nonexperienced students due to the value . On the question of taking quizzes on Moodle, we find that there is significant difference between students having more experience and those were fresh the level of significance is .000.14 students out of 47 who either has experienced or non-experienced has either disagreed or strongly disagreed. On the question of submitting assignment through Moodle, we find that there is significant difference between students having more experience and those were fresh the level of significance is .024.23 students out of 47 who either has experienced or nonexperienced has either agreed or strongly agreed else all other has faced difficulty for submitting class assignment using Moodle. Out of 47 students we found that if the student is not so comfortable of using new technology still they are happy using Moodle.  
\section[{Moodle is always available when}]{Moodle is always available when} 
\section[{Correlations}]{Correlations} 
\section[{VI. Conclusion}]{VI. Conclusion}\par
So, with this we can conclude that there is no significant difference in the level of satisfaction using Moodle between the students either from engineering or any other technical background and the students from some other non-technical background. So, Moodle is a completely user friendly e-learning tool for any student. We also found that there is no such significant difference in the level of satisfaction between the male and female students. We came to know that the fresh students are more adaptive towards new technology than the experienced ones. This may be because it is easier for a fresh mind to adapt any new technology. We also found that it is not necessarily that the students should be tech-savvy to use Moodle. They find Moodle very convenient to use though they are not good in new technologies. With this we can conclude that the students are happy and satisfied using Moodle as the elearning tool from anywhere and anytime. 
\section[{VII. Limitation}]{VII. Limitation}\par
The limitation of this research is that the sample size is limited in ITM Business School, Kharghar. May be the outcome would be more appropriate if we would take a bigger audience.     \begin{figure}[htbp]
\noindent\textbf{} \par 
\begin{longtable}{P{0.036343486343486345\textwidth}P{0.8055126555126555\textwidth}P{0.0008508508508508508\textwidth}P{0.00036465036465036465\textwidth}P{0.00036465036465036465\textwidth}P{0.00024310024310024312\textwidth}P{0.00024310024310024312\textwidth}P{0.005834405834405834\textwidth}P{0.00024310024310024312\textwidth}}
12 Year 2018 ( ) B Global Journal of Computer Science and Technology Volume XVIII Issue I Version I 14 Year 2018 ( ) B Volume XVIII Issue I Version I Year 2018 16 Volume XVIII Issue I Version I ) ( B Global Journal of Computer Science and Technology Global Journal of Computer Science and Technology\tabcellsep \multicolumn{7}{l}{Gender * I have used Moodle at my undergraduate level. Crosstab Count have have used Moodle at my undergraduate level. 0 1 1 1 29 2 0 17 Total 1 46 Chi-Square Tests Value df Pearson Chi-Square .579 a 1 .447 Continuity Correction b .000 1 1.000 Likelihood Ratio .910 1 .340 Fisher's Exact Test Linear-by-Linear Association .567 1 .452 N of Valid Cases 47 a. 2 cells (50.0\%) have expected count less than 5. The minimum expected count is .36. Total 30 17 47 1.000 b. Computed only for a 2x2 table Symmetric Measures Value Approx. Sig. Contingency .110 .447 47 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. Gender * I am comfortable using new technologies. Crosstab Count I am comfortable using new technologies. Total 0 1 1 1 29 30 2 1 16 17 Total 2 45 47 Gender Coefficient Gender Nominal by Nominal N of Valid Cases I Asymp. Sig. (2-sided) Exact Sig. (2-sided) Chi-Square Tests Value df Pearson Chi-Square .173 a 1 .677 Continuity Correction b .000 1 1.000 Likelihood Ratio .167 1 .683 Fisher's Exact Test 1.000 Linear-by-Linear Association .169 1 .681 N of Valid Cases 47 a. 2 cells (50.0\%) have expected count less than 5. The minimum expected count is .72. b. Computed only for a 2x2 table Symmetric Measures Value Approx. Sig. .061 .677 47 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. Gender * I am comfortable using Moodle Crosstab Count I am comfortable using Moodle 1 2 3 4 5 1 5 16 4 3 2 2 0 11 6 0 0 Total 5 27 10 3 2 Chi-Square Tests Pearson Chi-Square 8.371 a 4 .079 Likelihood Ratio 11.554 4 .021 Linear-by-Linear Association .002 1 .961 N of Valid Cases 47 a. 7 cells (70.0\%) have expected count less than 5. The minimum expected count is 72. .638 Exact Sig. (1-sided) .598 Total 30 17 47 Symmetric Measures Value Approx. Sig. .389 .079 47 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. Gender * I don't have any difficulty in completing the class assignments in Moodle Crosstab Count I don't have any difficulty in completing the class assignments in Moodle 1 2 3 4 5 1 2 13 10 3 2 2 0 8 7 1 1 Total 2 21 17 4 3 Contingency Coefficient Nominal by Nominal N of Valid Cases Gender Contingency Coefficient Nominal by Nominal N of Valid Cases 2 3 9 3 0 2 17 1 14 11 2 1 2 30 2 4 11 2 0 0 17 Gender Gender Gender Value df Asymp. Sig. (2-sided) Exact Sig. (2-sided) Exact Sig. (1-sided) Asymp. Sig. (2-sided) Value df Pearson Chi-Square 1.578 a 4 .813 Likelihood Ratio 2.250 4 .690 Linear-by-Linear Association .019 1 .890 N of Valid Cases 47 .72. Symmetric Measures Value Approx. Sig. .180 .813 47 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. Gender * I like taking quizzes on Moodle Crosstab Count I like taking quizzes on Moodle Total 1 2 3 4 5 1 2 12 7 6 3 30 2 1 7 4 4 1 17 Total 3 19 11 10 4 47 Chi-Square Tests Value df Pearson Chi-Square .294 a 4 Level of Satisfaction using Moodle as an E-Learning Tool for Students in B-School Chi-Square Tests a. 6 cells (60.0\%) have expected count less than 5. The minimum expected count is Contingency Coefficient Nominal by Nominal N of Valid Cases Gender Asymp. Sig. (2-sided) Chi-Square Tests Value df Pearson Chi-Square 1.134 a 4 .889 Likelihood Ratio 1.450 4 .835 Linear-by-Linear Association .139 1 .709 N of V alid Cases 47 a. 7 cells (70.0\%) have expected count less than 5. The minimum expected count is .36. Symmetric Measures Value Approx. Sig. .153 .889 47 Contingency Nominal by Nominal Asymp. Sig. (2-sided) Chi-Square Tests Value df Pearson Chi-Square 5.371 a 4 .251 Likelihood Ratio 6.400 4 .171 Linear-by-Linear Association .003 1 .957 N of Valid Cases 47 a. 6 cells (60.0\%) have expected count less than 5. The minimum expected count is .36. Symmetric Measures Value Approx. Sig. .320 .251 47 Contingency Coefficient Nominal by Nominal N of Valid Cases Level 15 Total 30 17 47 13 ( ) B Global Journal of Computer Science and Technology Volume XVIII Issue I Version I Year 2 018 Year 2 018 Coefficient a. Not assuming the null hypothesis. N of Valid Cases b. Using the asymptotic standard error assuming the null hypothesis. a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. Gender * I find it very convenient to check my class schedule through Moodle Crosstab Count I find it very convenient to check my class schedule through Moodle Total 1 2 3 4 1 19 8 2 1 30 2 7 10 0 0 17 Total 26 18 2 1 47 Volume XVIII Issue I Version I Gender Gender * I am very happy using Moodle because I can access Moodle anywhere in the world Crosstab Count I am very happy using Moodle because I can access Moodle anywhere in the world Total 1 2 3 4 5 1 12 13 2 2 1 30 2 4 11 2 0 0 17 Gender Asymp. Sig. (2-sided) Chi-Square Tests ( ) Total 16 24 4 2 1 47 B .990 Likelihood Ratio .306 4 .989 Linear-by-Linear Association .017 1 .897 N of Valid Cases 47 a. 6 cells (60.0\%) have expected count less than 5. The minimum expected count is 1.09. Symmetric Measures Value Approx. Sig. .079 .990 47 a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis. Gender * I like to submit my feedback through Moodle as it does not reveal my identity. Crosstab Count I like to submit my feedback through Moodle as it does not reveal my identity. Total 1 2 3 4 1 5 18 4 1 2 30 1 2 3 4 5 Total Moodle is always available when I need it 5 Contingency Coefficient Nominal by Nominal N of Valid Cases Value df Pearson Chi-Square 5.593 a 3 .133 Likelihood Ratio 6.493 3 .090 Linear-by-Linear Association .179 1 .672 N of Valid Cases 47 a. 4 cells (50.0\%) have expected count less than 5. The minimum expected count is .36. Symmetric Measures Value Approx. Sig. .326 .133 47 a. Not assuming the null hypothesis. Global Journal of Computer Science and Technology Contingency Coefficient Nominal by Nominal N of Valid Cases Gender * Moodle is always available when I need it Crosstab Count Asymp. Sig. (2-sided) Chi-Square Tests Value df Pearson Chi-Square 3.867 a 4 .424 Likelihood Ratio 4.869 4 .301 Linear-by-Linear Association .004 1 .948 N of Valid Cases 47 a. 6 cells (60.0\%) have expected count less than 5. The minimum expected count is .36. Symmetric Measures Value Approx. Sig. .276 .424 47 Contingency Coefficient Nominal by Nominal N of Valid Cases a. Not assuming the null hypothesis. b. Using the asymptotic standard error assuming the null hypothesis.}\\
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 		 		\backmatter  			 			 			  				\begin{bibitemlist}{1}
\bibitem[Shrivastava et al. ()]{b1}\label{b1} 	 		\textit{},  		 			Rahul Shrivastava 		,  		 			Yogendra Kumar Jain 		,  		 			Ajay Kumar Sachan 		.  		2013.  	 	 (Designing and Developing e-Learning Solution: Study on Moodle 2.0") 
\bibitem[Saraswat ()]{b3}\label{b3} 	 		\textit{Customization and Implementation of LMS Moodl},  		 			Shivangi Saraswat 		.  		2014.  	 
\bibitem[Garcia et al. ()]{b0}\label{b0} 	 		 			Jordi Garcia 		,  		 			Michel Somé 		,  		 			Eduard Ayguadé 		,  		 			Jose Cabré 		,  		 			Maria José Casany 		,  		 			Manel Frigola 		,  		 			Nikolas Galanis 		,  		 			Manuel García-Cervigón 		,  		 			Manel Guerrero 		,  		 			Pilar Muñoz 		.  		\textit{The move to Moodle: Perspective of academics in a College of Business},  				2011.  	 
\bibitem[Lopes ()]{b2}\label{b2} 	 		\textit{Teaching with MOODLE in higher education},  		 			Ana Paula Lopes 		.  		2011.  	 
\end{bibitemlist}
 			 		 	 
\end{document}
