An analysis of the interactive behaviors of self-learning management in a web-based Moodle e-learning platform

Abstract

This study adopted quasi-experiments and semi-structure interviews to investigate students’ interactive behaviors in a situated internet-assisted learning environment. Forty senior university students participated in the study after taking a three-hour introductory energy course each week for 18 weeks with web-based cooperative learning at a Moodle learning platform. It was found that 62% of the students who have participated in the interactive discussions demonstrate significantly better learning outcomes than those who do not. Students believed that asynchronous web-based cooperative learning offered good learning approaches and experience. Through Moodle’s e-learning platforms, students could express their own opinions freely and refer to other people’s viewpoints towards the teaching themes. From the interview data, it was found that when students provided possible answers or gave their own explanations, they were not only connected to their previous knowledge, but also had self-reflections on their own opinions and re-examine their opinions when they were evoked by the stimulus of different opinions. From the feedback data, it showed that 52.4% of students were satisfied with the web-based cooperative learning. By means of interviews, it was verified that students held positive thoughts that on-line discussions offered them the chance to express different opinions and stimulated their thinking to promote their robust optimal self-learning management. Key words: Situated learning theory, web-based cooperative learning, introduction to energy, moodle e-learning platform, self-learning management.