The purpose of this study was to evaluate the quality of research-based learning conducted remotely through the use of the Moodle learning management system using the Context, Input, Process, and Product (CIPP) evaluation model. Data sources include lecturers, students, faculty documents, study program materials, and Moodle learning management systems (LMS) used in lectures. Data were gathered using the CIPP evaluation checklist (2002), semi-structured interviews, document analysis, and observation. The data were analyzed using content analysis. The findings indicate that learning occurs entirely within the Moodle LMS, which includes lecture tools, is guided by lecturers with subject-specific expertise, is collaborative within the lecture system, and is conducted using appropriate and effective virtual synchronous and self-directed asynchronous learning approaches. Additionally, employing various approaches and learning strategies has a major influence on students' abilities, attitudes, behaviors, and values when it comes to developing educational research and writing a quantitative research proposal. However, because proposal assignments are often assigned towards the program's ending, the time necessary to complete them is typically quick. This looks to be an omission of certain students' abilities. Slow learners will fall behind on these assignments.