The University of the West Indies (UWI), Mona Campus, introduced the Moodle learning management system in 2005, yet faculty adoption within the Caribbean School of Media and Communication (CARIMAC) remained low until the COVID-19 pandemic accelerated digital transformation. This case study documents CARIMAC’s faculty-driven model for expanding LMS adoption through the CARIMAC Online Teacher Training (COTT) initiative. Designed to equip lecturers with essential LMS skills, COTT employed peer-led workshops where educators engaged in social learning, exchanging best practices for utilising Moodle’s features such as workshops, gradebook and quizzes.
The initiative embraced self-directed learning, enabling faculty to continuously refine their digital pedagogy and engage in ongoing professional development. The training’s impact became evident when, facing emergency remote teaching in 2020, lecturers transitioned effectively. Since then, CARIMAC has sustained a collaborative learning community that supports long-term LMS adoption and innovation.
This presentation highlights strategies for enhancing faculty engagement, fostering inclusive course design, and leveraging Moodle’s advanced features to address learning challenges identified in student satisfaction surveys. It also discusses challenges with measuring lecturer engagement with LMS activities, an integral factor for improving the progress of the COTT initiative and ensuring that the impact of training is both quantifiable and sustainable. As institutions rethink education amid technological shifts, CARIMAC’s approach exemplifies how learning can shape tomorrow by fostering sustainable digital engagement.
Attendees will leave with examples of and insight into how to plan a peer-led collaboration within a limited resource setting in higher education.
Authored by: Livingston White & Kirk Wilson (University of the West Indies).