Online learning is becoming an increasingly important aspect of higher education. Concerns about the effectiveness of online courses have prompted education administrators to look at how different learning theories can best be used to increase student learning. Learning Management Systems (LMS) have become one of the dominant technologies for delivering online education, and the North Dakota University System (NDUS) uses one of the most popular of these LMSs, Moodle. NDUS Moodle is designed and utilizes activities that are based on a learning theory called social constructivism. This research studies the usage of these activities, perceived instructor effectiveness, and the use of alternate tools outside the NDUS Moodle environment by surveying instructors of online-only NDUS Moodle courses for spring 2012.