Evaluating the Effectiveness of Moodle-based Online Learning for Resident Doctors in Nigeria: A Mixed-methods Study.

Authors

Salami Sule, Qabirul Abdullah, Fatiu Arogundade, Rania Alkhadragy

Published in

The Nigerian postgraduate medical journal. Volume 33. Issue 6. Pages 808-818. Nov 01, 2026. Epub Nov 02, 2026.

Abstract

Resident doctors face motivational challenges and commitment issues when taking online courses. The study aims to explore resident doctors' perceptions of online courses and their experiences with Moodle learning management systems in Nigeria.
A mixed-methods research design using quantitative and qualitative approaches was used to target residents enrolled in online courses at the National Postgraduate Medical College of Nigeria (NPMCN). A self-administered questionnaire embedded in the online courses was used to collect data from 198 resident doctors ( n = 198). Three focus group discussion sessions ( n = 3 each) were conducted with resident doctors. Quantitative data were analysed using SPSS to determine appropriate statistical results. Qualitative data analysis was performed with QDA Miner Lite ™ software to identify codes, categories and themes.
The majority of respondents (88.4%) showed a significant improvement in their knowledge of the online course content after completing the courses; they found the courses to be user-friendly (90.0%) and felt motivated and committed to completing the courses (75.0%). PowerPoint (PPT) presentations (100%), quiz tests (97.5%) and videos of PPT presentations (79.3%) were the preferred online learning activities, and about two-thirds preferred studying alone. Setting targets and managing time (75%) was the most frequently reported self-directed learning skill. Qualitative data analysis revealed four themes: adequate learning resources and activities, high motivation and commitment, a convenient, flexible and satisfying online course learning experience and a user-friendly learning environment.
Resident doctors viewed the NPMCN online courses as student-centred and reported high motivation, commitment and satisfaction with Moodle online learning.

PMID:
42975230
Bibliographic data and abstract were imported from PubMed on 03 Nov 2026.

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