Learning with Moodle and Google Drive: instrumental conflicts in question

Overview & Synopsis

Learning management systems (LMSs) are still supporting artefacts by allowing higher education students to conduct learning activities using teaching resources. These artefacts are based on graphical interfaces that display modules and contents. The mediated contents force students to manage instrumental conflicts resulting of a poor integration between didactic, pedagogical and technical artefacts, during the learning activity (Marquet, 2005). This paper investigates the impact of using the LMS Moodle on the realisation of an activity carried out in this same environment, during a business intelligence (BI) course, according to the type of integration of the teaching resources used: resources integrated into the environment and resources external to the environment. After conducting a literature review on the information search task and on learning BI with LMSs, this empirical work (N = 69) examines the effects of the type of integration of said resources on the results obtained in the quiz. The results suggest that the implementation of external resources around an LMS and therefore not integrated into the environment paradoxically enables students to obtain better results on a score in a shorter time, thus improving their ability to act.