Evaluation of the impact of the Moodle platform on learning in the first semester of Obstetrics

Abstract

Virtual learning environments have transformed higher education by facilitating access to academic content and promoting interaction between instructors and students. Moodle has become a key tool in health-related programs. This study aimed to evaluate the perceived impact of Moodle as a virtual learning environment among first-semester Obstetrics students, through the analysis of their user experience and platform activity logs, to enhance its effective pedagogical implementation and foster collaborative learning strategies. A mixed-methods design with an analytical observational cross-sectional approach was applied to 39 students (July–November 2025). Data collection included quantitative and qualitative surveys and system reports. Descriptive statistics and thematic coding were used to analyze the data, triangulating subjective perceptions with objective platform records. The results indicated consistent use, with an average of 4.2 weekly logins. Students positively rated course organization and access to materials (87% of PDF consultations). However, low forum participation (35%) and technical difficulties with multimedia resources (18% errors) were identified, along with a need for initial navigation training. Moodle supports student autonomy and time management, but its pedagogical potential is limited when used primarily as a repository, highlighting the importance of implementing strategies that promote interactivity and collaborative learning.
Keywords: Collaborative Learning; Health Sciences; Learning Environments; Interaction; Moodle; Educational Technology.