Abstract This article presents the results of an interpretive case study of three lecturers teaching a physical science module. The purpose of the study was to explore the lecturers’ reflections on their understanding of the Modular Object-Oriented Dynamic Learning Environment (Moodle) as a platform to decolonise the university curriculum. Purposive, with convenience, sampling identified the three most accessible lecturers. An emailed reflective activity, one-on-one semi-structured interviews, and Moodle observations were utilised for data production. Inductive and deductive processes were used to ensure guided analysis of the produced data. The article argues that the Moodle learning management platform (LMP) has the potential to decolonise the university curriculum. The study concluded that the lecturers reflected well in all curriculum signals based on their informal, formal and personal LMPs in order to address all the needs. Consequently, the study recommends that lecturers understand the curriculum signals of each Moodle platform, before teaching and learning take place, in order to to decolonise the university curriculum.

中文翻译：

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Moodle是否是非大学课程的平台？讲师的感言

摘要本文介绍了对三位讲授物理科学课程的讲师进行的解释性案例研究的结果。这项研究的目的是探索讲师对他们理解模块化面向对象的动态学习环境（Moodle）作为非殖民化大学课程平台的思考。有目的的抽样调查确定了三位最容易接近的讲师。通过电子邮件发送反思活动，一对一的半结构化访谈和Moodle观察来进行数据生产。归纳和演绎过程用于确保对产生的数据进行指导性分析。文章认为，Moodle学习管理平台（LMP）有可能使大学课程非殖民化。研究得出结论，讲师基于他们非正式，正式和个人的LMP可以很好地反映所有课程信号，从而满足所有需求。因此，该研究建议讲师在进行教与学之前了解每个Moodle平台的课程信号，以实现大学课程的非殖民化。