Pedagogical Interactions and University E-learning Systems: Case of Moodle and Google Classroom Platforms
Abdelaziz Boumahdi 
1, Zineb Lamouara 2, and Safaa Azaoui 3
1, 3 Faculty of Education Sciences, Mohammed V University, Rabat, Morocco.
2 Faculty of Humanities, Eötvös Loránd University, Budapest.
Corresponding author: a.boumahdi@um5r.ac.ma
DOI: 10.5281/zenodo.14948175
The harmful and unprecedented effects of the COVID-19 pandemic have disrupted economies and societies, without excluding the education sector. Against this difficult backdrop, Morocco declared a health emergency and imposed a lockdown. So, the transition from traditional face-to-face training to distance learning was imposed to ensure pedagogical continuity. This provided an invaluable opportunity to take a reflective and forward-looking look at how best to optimize the virtues of digitization on e-learning platforms as an appropriate solution in these anxious times. As a result, pedagogical interactions in an e-learning process have become a matter of concern and vital interest. Therefore, this research aims to assess the potential of e-learning platforms, in particular Moodle and Classroom, to encourage interaction between teaching staff, students, content, and interface. Therefore, we used a quantitative research approach with deductive reasoning and a positivist perspective exploiting an evaluation grid intended for students at the master’s level in ‘Educational Technology and Pedagogical Innovation’ at the Faculty of Educational Sciences of Mohammed V University in Rabat. The results of analyses revealed that the majority of students were satisfied with the quality of teaching interactions, given the potential offered by the two e-learning platforms Moodle and Classroom, and that there was a shared awareness of the importance of digital technology in improving teaching practices in higher education. All in all, significant gains have been made regarding the state of infusion of information and communication technologies in e-learning.
Keywords: interaction, platforms, e-learning, Moodle, classroom.
Published
2025/02/28
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Section
Research Papers
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Boumahdi, A., Lamouara, Z., & Azaoui, S. (2025). Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms.
The International Journal of Technology, Innovation, and Education,
3(1), 7–32.
https://doi.org/10.5281/zenodo.14948175
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Boumahdi, Abdelaziz, Zineb Lamouara, and Safaa Azaoui. 2025. “Pedagogical Interactions and University E-Learning Systems: Case of Moodle and Google Classroom Platforms.”
The International Journal of Technology, Innovation, and Education 3 (1): 7–32.
https://doi.org/10.5281/zenodo.14948175.
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Boumahdi, Abdelaziz, et al. “Pedagogical Interactions and University E-Learning Systems: Case of Moodle and Google Classroom Platforms.”
The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, Feb. 2025, pp. 7–32,
https://doi.org/10.5281/zenodo.14948175.
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[1]
A. Boumahdi, Z. Lamouara, and S. Azaoui, “Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms,” The International Journal of Technology, Innovation, and Education, vol. 3, no. 1, pp. 7–32, Feb. 2025, doi: 10.5281/zenodo.14948175.
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Boumahdi, A., Lamouara, Z. and Azaoui, S. (2025) ‘Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms’,
The International Journal of Technology, Innovation, and Education, 3(1), pp. 7–32. Available at:
https://doi.org/10.5281/zenodo.14948175.
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Boumahdi A, Lamouara Z, Azaoui S. Pedagogical interactions and university e-learning systems: Case of Moodle and Google Classroom platforms. The International Journal of Technology, Innovation, and Education [Internet]. 2025 Feb 28;3(1):7–32. Available from:
https://ijtie.com/v301/n11/
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Volume 3, 2025 – Issue 1 
