04: ICT to Support Progressive Pedagogies

Learning Management Systems (LMSs): Moodle, Google Classroom – for Organizing Lessons, Assignments, and Resources

1. Introduction

Progressive teaching focuses on student-centered learning — where learners are active participants rather than passive receivers of information. This approach promotes critical thinking, collaboration, creativity, and problem-solving (Dewey, 1938; Barr & Tagg, 1995).

In the 21st century, Information and Communication Technologies (ICTs) have become powerful enablers of these progressive ideals. Among the most transformative tools are Learning Management Systems (LMSs) such as Moodle and Google Classroom.

These platforms provide virtual spaces where teachers can organize lessons, share learning materials, assign and assess work, communicate with students, and track progress—all in one place.

Rather than replacing teachers, LMSs amplify the teacher’s role by offering digital environments that support continuous interaction, self-directed learning, and collaboration. As Watson and Watson (2007) emphasize, LMSs are not just repositories of content—they are ecosystems that shape how learning happens.

2. What is a Learning Management System (LMS)?

A Learning Management System (LMS) is a software platform or web-based environment that helps educators design, deliver, manage, and evaluate learning activities online or in blended formats.

It serves as a virtual classroom, combining tools for communication, assessment, and feedback to make teaching more organized, engaging, and measurable.

Core Functions of an LMS

1. Content Delivery – Teachers can upload readings, videos, lecture notes, and links to digital resources.
2. Assignment Management – Students submit assignments digitally, and teachers grade and return feedback efficiently.
3. Communication & Collaboration – Forums, chats, and announcements connect learners and teachers beyond class time.
4. Assessment & Feedback – Quizzes, surveys, and rubrics support both formative and summative assessments.
5. Progress Tracking – The system records learner activity, participation, and performance analytics.

In simple terms, an LMS brings together all the components of teaching—content, communication, collaboration, and evaluation—under one digital roof.

3. LMS Examples and Their Use in Progressive Pedagogy

3.1 Moodle

Nature:
Moodle (Modular Object-Oriented Dynamic Learning Environment) is a free, open-source LMS used globally in schools, universities, and organizations.

Progressive Teaching Applications:

• Discussion Forums: Encourage peer learning, debate, and knowledge sharing.
• Interactive Quizzes: Provide instant feedback, promoting active recall and self-assessment.
• Workshops: Allow students to peer-review each other’s work, fostering collaboration and reflection.
• Multimedia Integration: Supports videos, simulations, and H5P interactive learning objects for diverse learning styles.
• Badges and Gamification: Motivate learners by recognizing milestones and achievements.

Pedagogical Value:
Moodle supports constructivist and connectivist learning theories—students learn by doing, interacting, and reflecting. Because it’s open-source, teachers can customize courses extensively to align with specific pedagogical goals.

Example:
A teacher in Tanzania’s Open University could use Moodle to host discussion forums for remote learners, upload e-books, and design quizzes that test both comprehension and application of concepts.

3.2 Google Classroom

Nature:
Google Classroom is a free, cloud-based LMS that integrates seamlessly with Google Workspace (Docs, Sheets, Slides, Drive, and Meet).

Progressive Teaching Applications:

• Assignment Distribution: Teachers can assign tasks, set deadlines, and monitor submissions effortlessly.
• Real-Time Collaboration: Students work together on shared Google Docs or Slides simultaneously.
• Interactive Feedback: Teachers comment directly on documents, promoting dialogue and reflection.
• Announcements & Q&A: Maintain continuous communication between teachers and learners.
• Device Flexibility: Works smoothly across laptops, tablets, and mobile devices.

Pedagogical Value:
Google Classroom embodies simplicity, collaboration, and accessibility. It supports constructivist and progressivist pedagogies by enabling learners to engage in meaningful dialogue and co-creation of knowledge (Martin & Parker, 2014).

Example:
A secondary school teacher can create a Google Classroom where students collaborate on a group presentation using Google Slides, discuss questions through comments, and receive timely feedback.

4. Pedagogical Benefits of LMS in Progressive Teaching

1. Learner-Centered Learning:
   Students access materials anytime, review lessons at their own pace, and take greater ownership of learning.
2. Collaboration and Peer Learning:
   Group projects and discussion boards foster cooperation and social learning, consistent with Vygotsky’s (1978) social constructivism.
3. Active Engagement:
   Quizzes, polls, and multimedia tools transform passive learning into active exploration.
4. Personalized Feedback:
   LMSs enable immediate, individualized feedback that helps students reflect and improve.
5. Inclusivity and Accessibility:
   Learners in remote or marginalized areas can access learning opportunities, narrowing the educational divide (UNESCO, 2019).
6. Continuous Assessment and Analytics:
   Teachers can track progress and adapt instruction based on data.
7. Integration of 21st-Century Skills:
   By using digital tools, learners practice communication, collaboration, critical thinking, and creativity — the 4Cs of modern education.

5. Comparison Table: Moodle vs Google Classroom for Progressive Teaching

Feature / Criterion	Moodle	Google Classroom	Pedagogical Implication
Nature	Open-source, customizable LMS	Free, cloud-based with Google integration	Moodle offers depth and customization; Classroom offers simplicity and speed.
Content Delivery	Supports SCORM, multimedia, interactive modules	Uploads via Drive, Docs, Slides	Both support multimodal learning but Moodle allows more complex structuring.
Collaboration Tools	Forums, wikis, peer assessments	Real-time Docs/Slides collaboration	Both encourage teamwork; Moodle emphasizes reflection, Classroom emphasizes co-creation.
Assessment & Feedback	Advanced quizzes, rubrics, peer grading	Assignments, quizzes via Forms, inline feedback	Both promote formative and summative assessment.
Engagement Features	Badges, gamification, completion tracking	Stream announcements, comments	Both encourage participation; Moodle offers more motivational design options.
Scalability	Suitable for large institutions	Ideal for small-medium settings	Moodle scales better for complex institutions.
Accessibility	Web-based, mobile app, offline access possible	Fully cloud-based, works across devices	Both promote flexible, anytime learning.
Integration with Tools	Plugins (H5P, Turnitin, Zoom)	Google Workspace apps	Integration enhances interactivity and digital literacy.
Teacher Control & Analytics	Detailed reports, gradebook, logs	Basic grading and tracking	Moodle provides richer data for adaptive teaching.
Ease of Use	Requires training	Intuitive, minimal setup	Classroom is easier for beginners; Moodle suits advanced users.

6. Challenges and Considerations

While LMSs are transformative, successful implementation depends on contextual awareness and teacher readiness.

Common Challenges:

• Digital Divide: Not all learners have reliable internet or devices, particularly in rural areas (UNESCO, 2020).
• Training Needs: Teachers must be trained not only to use LMSs technically but also pedagogically—to design interactive, meaningful activities.
• Student Motivation: Online autonomy can lead to procrastination if students are not guided effectively.
• Technical Support: Continuous ICT support is essential for sustainability.
• Data Privacy: Schools must ensure compliance with digital safety and ethical standards.

7. Practical Tips for Teachers

1. Start Small: Begin with a few tools (e.g., discussion forums, quizzes) and expand gradually.
2. Blend Online and Face-to-Face: Combine the flexibility of LMSs with real-life discussions and projects.
3. Encourage Reflection: Use e-portfolios or journals to help students document learning journeys.
4. Engage Parents and Guardians: For younger learners, share progress through LMS announcements.
5. Gather Feedback: After each course, ask students what worked well and what can be improved.

8. Conclusion

Learning Management Systems like Moodle and Google Classroom are more than digital filing cabinets—they are dynamic learning ecosystems that embody the spirit of progressive education.

They help teachers organize, communicate, and collaborate, while empowering students to learn actively, flexibly, and independently.

When used purposefully, LMSs bridge the gap between traditional and modern education, creating classrooms that are not only digital but also deeply human—fostering creativity, curiosity, and community.

9. References (All Real and Verified)

• Barr, R., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–25.
• Dewey, J. (1938). Experience and Education. New York: Macmillan.
• Martin, F., & Parker, M. A. (2014). Use of synchronous virtual classrooms: Why, who, and how? Journal of Online Learning and Teaching, 10(2), 192–210.
• Watson, W. R., & Watson, S. L. (2007). An argument for clarity: What are learning management systems, what are they not, and what should they become? TechTrends, 51(2), 28–34.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
• UNESCO. (2019). ICT Competency Framework for Teachers (Version 3). Paris: UNESCO.
• UNESCO. (2020). Education in a Post-COVID World: Nine Ideas for Public Action. Paris: UNESCO.
• Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
• Al-Azawei, A., Parslow, P., & Lundqvist, K. (2017). Barriers and opportunities of e-learning implementation in Iraq: A case of public universities. The International Review of Research in Open and Distributed Learning, 18(6), 1–18.