Online training introduces a novel approach to the Dietetic Care Process documentation

A systematic review on trends in using Moodle for teaching and learning

BACKGROUND

The Moodle Learning Management System (LMS) is widely used in online teaching and learning, especially in STEM education. However, educational research on using Moodle is scattered throughout the literature. Therefore, this review aims to summarise this research to assist three sets of stakeholders-educators, researchers, and software developers. It identifies: (a) how and where Moodle has been adopted; (b) what the concerns, trends, and gaps are to lead future research and software development; and (c) innovative and effective methods for improving online teaching and learning.The review used the 4-step PRISMA-P process to identify 155 suitable journal articles from 104 journals in 55 countries published from January 2015 to June 2021. The database search was conducted with Scopus and Web of Science. Insights into the educational use of Moodle were determined through bibliometric analysis with Vosviewer outputs and thematic analysis.

RESULTS

This review shows that Moodle is mainly used within University STEM disciplines and effectively improves student performance, satisfaction, and engagement. Moodle is increasingly being used as a platform for adaptive and collaborative learning and used to improve online assessments. The use of Moodle is developing rapidly to address academic integrity, ethics, and security issues to enhance speed and navigation, and incorporate artificial intelligence.

CONCLUSION

More qualitative research is required on the use of Moodle, particularly investigating educators' perspectives. Further research is also needed on the use of Moodle in non-STEM and non-tertiary disciplines. Further studies need to incorporate educational theories when designing courses using the Moodle platform.

Barriers and enablers in the implementation of a standardised process for nutrition care: findings from a multinational survey of dietetic professionals in 10 countries

BACKGROUND

To explore the barriers and enablers experienced by nutrition and dietetic professionals in the implementation of the standardised Nutrition Care Process (NCP) across 10 different countries. NCP related beliefs, motivations and values were investigated and compared.

METHODS

A validated online survey was disseminated to nutrition and dietetics professionals in 10 countries in the local language during 2017. Cross-sectional associations and differences between countries were explored for level of implementation, barriers/enablers and attitudes/motivation among the respondents.

RESULTS

Higher NCP implementation was associated with greater occurrence of enabling aspects, as well as fewer occurrences of barriers. The most common enabler was 'recommendation by the national dietetic association' (69%) and the most common barrier was 'lack of time' (39%). A longer experience of NCP use was associated with a more positive attitude towards all NCP aspects. Differences between countries were identified, regarding both the occurrence of barriers/enablers and attitudes/motivations.

CONCLUSIONS

Implementation efforts need to be tailored to country-specific contexts when implementing a new standard of care framework among nutrition and dietetic professionals. Additional research is needed to further assess the management and workplace strategies to support the development of nutrition and dietetics professionals in multidisciplinary healthcare organisations.