,
Jakub Sacewicz
,
Paweł Pawełczyk
https://doi.org/10.31261/IJREL.2025.11.1.09
The study presents a comprehensive analysis of e-learning course activity on the Moodle platform at the Faculty of Science and Technology, University of Silesia. The primary objective was to evaluate the structure, engagement, and digital resource usage of online courses across various academic disciplines. The dataset, collected prior to the platform’s archiving process, included variables such as student enrollment, instructor login frequency, and the size of uploaded teaching materials. Descriptive statistics and non-parametric tests (Kruskal–Wallis, Mann–Whitney U) were employed to assess differences between fields of study and the impact of course visibility on instructor engagement. Additionally, time series analysis using linear regression was conducted to identify trends in course creation and instructor participation from 2012 to 2024.The findings reveal significant disparities in course activity across disciplines, with some fields showing high student numbers and resource intensity, while others exhibited prolonged instructor inactivity. Contrary to expectations, course visibility did not significantly influence instructor engagement. A positive, though marginally significant, trend was observed in both the number of courses and instructor involvement over time, with a notable increase in 2020 due to the COVID-19 pandemic. These insights underscore the need for customised strategies in digital course management, supporting institutional efforts to enhance the quality and sustainability of e-learning environments.
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2025
Опубликовано: 2020-07-09
Это произведение доступно по лицензии Creative Commons «Attribution-ShareAlike» («Атрибуция — На тех же условиях») 4.0 Всемирная.
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