Moodle Learning Management System Research Articles

Empowering health professions educators: enhancing curriculum delivery through customized e-tutorial training on fundamental digital tools

IntroductionIn the dynamic landscape of education, the fusion of technology and learning, commonly termed “technology-enhanced learning” (TEL), has emerged as a transformative phenomenon. This study focuses on the imperative integration of TEL in medical education, recognizing the diverse digital literacy levels of adult learners. The exploration introduces the innovative E-Portal training program, designed to empower health professions educators with essential skills for proficiently employing digital tools in instruction.MethodologyA dedicated team of medical educationists conducted a thorough investigation into E-curriculum design and delivery, employing the Moodle Learning Management System as the foundation for the E-Portal training program. The training, spanning crucial stages such as course design, content delivery, self-paced teaching, and quality assessment, facilitated participant progression at individual paces, unlocking subsequent steps upon meeting stipulated prerequisites. A pre-training questionnaire gauged participants’ comprehension of distance learning, e-learning, synchronous and asynchronous teaching, and self-directed study. Subsequent focus group discussion post-training generated rich insights into participants’ experiences, reflections, and identified challenges.ResultsThe results illuminate participants’ limited adeptness with e-learning terminology, successful assimilation of components and functionalities, and heightened confidence in online teaching practices. However, discerned challenges during implementation, such as technical hurdles and engagement issues, highlight the multifaceted nature of TEL integration. While the E-Portal training positively impacted preparedness, participant feedback advocates for improvements in assessment tools, technical training provisions, and exploration of alternative Learning Management Systems.Discussion and conclusionStudy emphasizes the ongoing need for diverse training methodologies across Learning Management Systems, acknowledging the evolving nature of education and technology. This study underscores the transformative role of a tailored E-Portal training program in seamlessly integrating digital tools into medical education. The comprehensive insights provided contribute to a nuanced understanding of the advantages, obstacles, and potential avenues for enhancement in curriculum delivery through technology-enhanced learning, thereby propelling the field forward.

Analisis Perbandingan Moodle dan Google Classroom Menggunakan Technology Acceptance Model

The study aims to analyze the comparison of student acceptance levels of the Learning Management System (LMS) which are Moodle and Google Classroom using the Technology Acceptance Model (TAM) in the West Java region, Indonesia. The results of this study show that there is a difference in the level of acceptance of the two LMSs but the difference is not very significant. Moodle appears to be slightly more effective in increasing student productivity and is more commonly used in West Java due to the sample of respondents who are mostly from the Faculty of Information Technology (FIT) at Maranatha Christian University. FIT students have largely adopted the Moodle LMS implemented into the Morning Platform (Maranatha Online Learning). With more complex features, Moodle meets the needs of more experienced users. On the other hand, Google Classroom is considered easier to use, especially for students who are new to the LMS. However, over a longer period of time, Moodle maintained a slight edge in terms of usability and user satisfaction. This research makes an important contribution in understanding the preferences and needs of university students in terms of LMS usage, especially in the West Java region.

LMS Moodle as Seen through the Eyes of Students: Advantages and Disadvantages of Electronic Educational Environment

The Moodle learning management system has been successfully implemented in a variety of training courses for distance or blended learning in the educational system of higher education institutions. The study presents the results devoted to the analysis of the use of the virtual educational environment Moodle in the educational process of Baikal State University. The main purpose of the article is to consider the possibilities of the Moodle learning management system from the point of view of students enrolled in bachelor's and specialist programs in full-time format, followed by the development of recommendations to improve the quality of courses creation. The research methodology is based on the statistical analysis of the data (quantitative and qualitative) obtained as a result of the survey (empirical method). The novelty of the work lies in an attempt to look at the problem from the prospective of the end user and the electronic educational environment user, in this case, the student. Anticipating the start of the development of electronic courses that form general professional competencies at Baikal State University, the relevance of the research is beyond doubt, and its results can be useful to a wide range of e-courses creators. As a part of the survey, students evaluated their computer skills, selected the key functions of LMS Moodle that they needed to study at a university, evaluated the pros and cons of this tool and chose the preferred type of training. Conclusions were drawn about the expediency of introducing a hybrid learning model using LMS Moodle, combining various forms of distance and face-to-face learning.

Interactive learning in economic education: integrating LearningApps.org tasks into Moodle

This paper explores the use of interactive learning tools in economic education. Specifically, it examines how the LearningApps.org platform can be integrated into the Moodle learning management system to create engaging and effective learning activities for economic courses. The paper outlines the benefits of interactive learning, reviews relevant literature on using technology in economic education, and provides examples of interactive LearningApps.org exercises for topics in economics. The results indicate increased student motivation and improved learning outcomes when using LearningApps.org in Moodle. The paper concludes that combining interactive tools like LearningApps.org with a system like Moodle can enhance economic instruction and recommends further research into instructional design strategies for integrating educational technologies.

Perceptions of Faculty Members on Using Moodle as a Learning Management System in Distance Education

In order to understand how faculty members, feel about using Moodle as a learning management system (LMS) tool for teaching and learning in Jordanian universities, a mixed-methods study was conducted. Surveys and interviews were used to gather the data. 270 professors from three Jordanian universities took part in the study. The results show that while the participating faculty members thought using Moodle in instruction was a useful teaching tool, they weren't happy with it. The Internet crisis, interaction, the need for education for electronic platforms, online tests, and self-regulation were among the difficulties mentioned by these participants. The potential use of Moodle in education is encouraged through pedagogical implication. In conclusion, the implementation of the Moodle system for distance learning has been very remarkable in recent years. The effectiveness of its use depends on the active involvement of business managers and the willingness of teachers to adopt e-learning. By addressing the challenges ahead and providing incentives for faculty, universities can ensure success and use of the system. As the use of the Moodle LMS continues to grow, it is important to focus on the development of the tool and provide ongoing support to improve its effectiveness and impact on distance education.

Faculty Use of a Learning Management System During and After the COVID-19 Pandemic

This literature review compared faculty use of Moodle Learning Management System in the Caribbean with global practices to determine the impact of the pandemic on LMS adoption. The findings reveal that while there were similarities regarding access to devices and reliable internet, students at universities in the Caribbean and the developing world were at a greater disadvantage. In the developed world, there were also significant disparities in rural versus urban areas. The pandemic provided an impetus for using educational technology at universities; however, the digital divide and lack of devices, reliable internet, and electricity hampered the full use of LMSs.

Pendampingan Guru Madrasah dalam Pendayagunaan Learning Management System Moodle

The community service conducted aims to contribute to our partner school, MTs Sunan Kalijogo in Malang City, by providing support for teachers' skills through the utilization of the Learning Management System (LMS) Moodle as a tool for remote learning during the pandemic. The implementation methods include mentoring, training, and workshops. The stages carried out are: (1) preparation, (2) training and workshops, (3) implementation of the results, and (4) evaluation. The results of the community service are as follows: (1) 90% of the participants strongly agree that the use of the Moodle program can assist teachers in conducting online education in the madrasah; (2) 80% of the participants are highly proficient in utilizing the Moodle program for distance learning; and (3) Based on the reflections conducted, participants have gained a strong understanding of using Moodle in the context of online education during the pandemic. This is evident in the high level of interest and enthusiasm displayed by the participants.

Engaging and Retaining Students in Online Learning

Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like ‘Zoom’ and ‘Microsoft Teams’ during the 2020-2021 campus’ lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform’s pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value. Keywords: online, Moodle, Learning Management System (LMS), pandemic

Interactive seminar as a tool for developing professional competencies and enhancing students’ research activities in the discipline of life safety.

The article deals with the use of interactive seminar model for the development of professional competencies and activation of scientific activity of students in the discipline “Life Safety”. Traditional formats of seminars in higher education have their disadvantages. The interactive workshop model developed by the author, using the “Workshop” module in the Moodle learning management system, includes such elements as discussions, collective assessment, small group work, surveys, questionnaires and webinars. These activities promote critical thinking, collaboration, and active student participation. This model addresses the shortcomings of traditional seminars and improves the quality of research papers, deepens the understanding of compulsory disciplines and prepares students for scientific endeavors.

The Implementation of a Sustainable Online Course for the Development of Digital Citizenship Skills in Higher Education

This study aims to develop and evaluate the effectiveness of a digital citizenship curriculum developed using online teaching for undergraduate students. For this purpose, answers were sought to the following general research questions: “How are students performing their digital citizenship skills?”, “What is the efficiency level of the developed digital citizenship curriculum?”, “What are the students’ self-evaluations during the implementation process of the developed digital citizenship curriculum?” and “What are student opinions about the implemented digital citizenship course?”. A “parallel-simultaneous design”, one of the mixed research methods, was used in this research. The content of the curriculum was determined within the framework of a needs analysis consisting of university students and field experts, and a document review. A quasi-experimental design method was used to implement the programme. A total of 39 teacher candidates, registered in the spring semester of the 2022 academic year, participated in the experimental process. A Moodle learning management system was used as the teaching environment. Participants’ digital citizenship behaviours and attitude levels were measured before and after the experimental application. It was observed that there was a significant (positive) difference between the pre-test and post-test average scores in favour of the post-test scores, and the effect value of this difference was high. It turned out that the teacher candidates’ opinions on the effectiveness of the online digital citizenship programme were positive. It is understood that the digital citizenship teaching curriculum developed for higher education can be used sustainably for similar university student groups as in this study. However, it is anticipated that the developed programme can be updated along with technological evolutions.

Statistical Literacy Ability of Students through Virtual Learning Environment Based on Moodle-Learning Management System

Statistical literacy skills in the era of society 5.0 are needed to overcome various problems. But interest in studying statistics is still relatively low. Thus, the learning process must be able to synergize between learning materials (content), learning methods (pedagogy), and learning media (technologi). The moodle-learning management system is one of these advances in education. If the moodle-learning management System is appropriately constructed to facilitate the usage of many platforms, users can utilize it as a learning environment with any device. This study aims to observe statistical literacy skills through the moodle-learning management system. Participants were selected from among sophomore students at the Indonesian Institute of Education: 32 people made up the control group, while 32 made up the experimental group. The results demonstrate that, at a significance level of 0.05, the experimental group’s statistical literacy abilities are substantially different from those of the control group. Students in the experimental group had literacy abilities that were 90.31% greater than those in the control group, which had literacy abilities that were 67.47%. These findings suggest that students’ statistical literacy skills are impacted by the Moodle learning management system.

Problems and challenges of using randomized automatically evaluating geometric construction problems in Moodle LMS

<abstract><p>The objective of this paper was to examine the present state of geometric constructions in both international and national mathematics assessments. Additionally, it aimed to shed light on the noticeable lack of geometric construction items in these assessments and propose a solution to incorporate such items by utilizing a web-based mathematics assessment tool. After providing a brief summary of the unique benefits associated with geometric construction problems, the subsequent paper explored the development of a web-based mathematics assessment tool, the procedure for generating automatic evaluation GeoGebra applets for geometric construction problems, and their integration into Moodle learning management system (LMS). The purpose of this assessment tool was to enhance the evaluation of a substantially larger group of students within the realm of geometric constructions. The final section of the paper examined the difficulties encountered in the creation of the automatic evaluation applets and their incorporation into Moodle LMS. Through the development of such a web-based mathematics assessment tool, we enabled the evaluation of a significantly larger number of students, thus aiding not only national and international mathematics examinations but also assisting mathematics teachers in tracking students' scores and progress.</p></abstract>

Design and build Moodle Learning Management System (LMS) for Athlete students

Optimization of student achievement is carried out with various efforts, including participating in training for preparation for achievement matches. Students of the Faculty of Sports and Health Sciences (FIKK) Surabaya State University (Unesa) who attend training often apply for dispensation not to attend lectures. This has an impact on the quality of learning because students are constrained by place and time so they cannot attend lectures and are only given assignments. So, a system is needed so that student-athletes can take online lectures that are more flexible in time and place. But, FIKK Unesa does not yet have an online lecture system for students. Therefore, this study aims to design and build a Moodle learning management system for student-athletes at FIKK Unesa. The method used in designing and creating the system is waterfall using the Moodle LMS framework. The results showed that the Moodle LMS that had been designed and built could run and function properly.

BLENDED INSTRUCTION FOR ACADEMIC ACHIEVEMENT AND RETENTION OF STUDENT LECTURERS IN COLLEGES OF EDUCATION: AN IMPERATIVE FOR TEACHING MATHEMATICS FOR ECONOMICS

This paper discussed blended instruction for academic achievement and retention of student lecturers in colleges of education an imperative for teaching mathematics for economics in selected colleges of education in the northwestern part of Nigeria. The paper established a continuous introduction of mathematics in the study of economics at all levels of higher learning in Nigeria. Literary evidence showed that teacher trainees have been performing poorly in the teaching and learning of the mathematical concepts in economics. Blended learning was employed as alternative to the traditional method of instruction for the experimental group of 50 students in three colleges of education totaling 150 students using and open sourced Learning management System Moodle. Based on the achievement test administered on the two groups, the means score showed that the experimental group performed better in the teacher's structured achievement test. Among the recommendation is that the government should commit more resource to developing a functional learning management LMS that is purposed built for each college of education across Nigeria. Academic staff should be made to undergo in service training to develop their information and communication skill.a

BUILDING AN INDIVIDUAL LEARNING PATH FOR STUDENTS USING LMS MOODLE

In the modern environment of a higher education institution, an individual approach to learning is becoming increasingly important to maximize the efficiency of the educational process, improve the quality of education, and meet the needs of each student. The article investigates the capabilities of the Moodle learning management system for the implementation of individual student learning trajectories, which will consider both the level of initial and intermediate knowledge and the student's learning style: auditory, visual, digital, and kinesthetic. The functionalities of the LMS Moodle learning management system for personalizing training courses, and creating various types of educational content and assessment tools that will contribute to the effective learning of each student, taking into account their individual needs and capabilities by building an individual student trajectory are considered. The article demonstrates an example of successful implementation of an individual learning path using Moodle resources in a higher education institution, presents the procedure for forming an individual educational path of students based on the resources of the Moodle LMS, and discusses the advantages of this approach for the training and development of modern students. To determine the level of satisfaction of students, an online survey was conducted among 34 students majoring in 126 "Information Systems and Technologies" at the National University of Life and Environmental Sciences of Ukraine (NULES) who studied according to the implemented individual trajectory using the LMS Moodle within the Information Technology course. As a result, a conclusion was made about the positive impact of personalization of learning by selecting different types of resources considering the learning style (according to the VARK model) of the student and learning on an individual trajectory on their level of satisfaction.

Modern Possibilities of Data Visualization in Digital Platform of Moodle Learning Management System

The visualization of accumulated data is an important aspect of managing learning processes. The digitization and automatization of educational management systems, along with the increasing adoption of modern technologies, empower professors to track and analyze student performance across various platforms. This paper presents the implementation of a modern software extension (plugin) for Moodle, a popular and flexible learning management system, to visually represent the grades accumulated by students in various course activities. These software extensions possess robust capabilities for the visual presentation of statistical data, utilizing data from points accumulated in assessment components such as quizzes, presentations, midterms, final exams, etc. By employing these extensions, professors can easily observe the distribution of grades earned by individual students. Modern approaches to the management of learning processes increasingly embrace the power of data visualization, simplifying and enhancing the overall experience. Visualizations allow educators to quickly identify patterns, trends, and areas for improvement within their learning processes. This timely and insightful information facilitates informed decision-making and efficient resource allocation. By readily identifying areas of strength and weakness, educators can implement targeted interventions and adjustments to ensure all learners receive the optimal learning experience. This ongoing monitoring and refinement contribute to continuous quality improvement within the educational environment. Visualizations provide stakeholders with a clear and accessible overview of learning progress and outcomes. This transparency fosters open communication, collaboration, and trust among educators, learners, and administrators. To effectively leverage the power of data visualization, modern learning management systems (LMS) increasingly integrate with specialized software extensions. This paper discusses two particularly powerful plugins for the Moodle learning management system and their effectiveness.

Experiences of University College Hospital, Ibadan surgical residents in audit and research

An online monthly seminar was started in April 2021 for surgical residents at the College of Medicine University of Ibadan by a faculty of alumni based in the United Kingdom. The surgical residents felt the seminars will make them better clinicians, fill gaps in their training and find out about Gold Standards of care. Moodle learning management system was used to manage course materials, communication, feedback, online surveys, and interaction with trainees. Seventy-two residents registered, but only about 30 were core attendees. All recorded lectures were placed on You Tube https://www.youtube.com/playlist?list=PLXzLiMlwy2sjLAacZLav58h7aj7qXZaWZ. Topics were multispecialty and determined by the residents. At the same time, an audit-and-research group (ARG) was formed, with eight residents joining. This number has risen to 14. The ARG was a response to a survey assessing residents’ experiences in research and audit. Thirty-seven surgical residents, with an average age of 34.3 years, completed the questionnaire. Forty-three per cent were senior residents and 84% were males. Forty-three percent were general surgery residents, 16% orthopaedics and 11% in urology, 8% in neurosurgery and 8% in paediatric surgery, The rest were from plastic, ENT and cardiothoracic surgery. The median number of years from graduation was 9 years with an inter-quartile range of 7–11 years. Sixty-five per cent of residents had not done any audit since graduation, and only 24% had completed an audit cycle. All residents agreed that surgeons should do audits, and all agreed that it was good for clinical practice. Ninety-five per cent agreed that surgeons should do a least an audit annually, however, only 68% of residents indicated that they would like to do an audit. Eighty-one per cent of residents had never presented an audit or research work, oral or poster, at a national or international meeting, and 65% have never been an author in a peer-reviewed article. Ninety-seven per cent indicated that they would like to take part in a study. The six top reasons given for poor audit and research outputs by the residents were (multiple answers allowed): Not knowing where to start by 60% of surgical residents No support for it by 46% No source of funding by 38% Audit and research is not a culture in their environment by 38% No opportunities by 24%. No suitable role models by 16% After completion of training, 76% of residents indicated that they wanted to work in a teaching hospital. In two and half years since its formation, the ARG has completed a qualitative study on clinical learning environments (OP05) and an audit on the use of WHO surgical safety checklists in theatre (OP06). These were supervised by both a local faculty and a UK-based alumnus. These have generated two oral and one poster presentations at international conferences.

Awareness and Utilization of E-Learning Technologies Among Vocational and Technical Education Students

The study investigated the awareness and utilization of e-learning technologies among vocational and technical education (VTE) students. A descriptive survey research design was used for this study, and the population consisted of 551 VTE students. A simple random sample of 62 VTE students was selected. The data collection instrument was a questionnaire. The reliability of the questionnaire was assessed using Cronbach's alpha analysis, and the reliability index was found to be within the acceptable limit of 0.70. An online survey using Google Forms was used to collect the data. The study tested two null hypotheses using binary logistic regression models based on age, department level of study, and devices owned. The data was analyzed using frequency, percentages, and mean. The major findings from the data analysis indicated that VTE students had an awareness and utilization rate of 84.8% for the e-learning website, 75.6% for Google Classroom, and 60.6% for smart boards and video conferencing. However, 24.4% of the students were still unaware of the Moodle Learning Management System and the Canvas e-learning platform at the University of Nigeria Nsukka. Based on these findings, it is recommended that VTE students receive proper training to effectively utilize the e-learning technologies available to them, which would aid in fostering creativity and innovation.

EXPERIENCES OF SOUTH AFRICAN ACADEMICS MOVING FROM CONTACT TO EMERGENCY REMOTE TEACHING: LESSONS FOR THE FUTURE

The Covid-19 pandemic disrupted the academic programme of most higher education institutions. To counter this disruption, universities moved from contact to emergency remote teaching. To understand the process of this move, the study explored the experiences of academic staff at a South African university with a transition from contact to emergency remote teaching and the lessons that were learnt for the future. The study was underpinned by Online Collaborative Learning theory (Harasim 2012). A qualitative exploratory case study was conducted to answer the research questions. We generated data from eight academic staff members using focus group discussion and analysed it using an inductive thematic framework. From the analysis, the participants held divergent ideas on digital equity and access to technology, creating online interactive content and teaching modalities, proficiency with the technology and training, limitations with the Learning Management System (LMS) Moodle. The findings indicate the need to prepare academic staff and students for emergency remote teaching before a disruption occurs. The COVID-19 pandemic taught the university that was the research site several lessons about technology-enhanced learning, including the importance of flexibility, technology, student engagement, access and equity, and collaboration. Universities have learned that online learning can be effective but requires careful planning, investment, and ongoing evaluation to ensure success. Importantly, the findings acknowledge that the success of online teaching during the pandemic was influenced by a wide range of factors, including technological infrastructure, pedagogical approach, faculty training and support, student readiness, and the culture of innovation within the community and university.

Promoting sustainable development issues through a creativity-centered e-learning course

Purpose: One of the talents necessary for surviving in the modern economy is creativity which may be developed when students learn about global concerns through education for sustainable development which is recognised as having transformational power. The aim of this research is to propose an electronic course structure promoting sustainable development issues and developing students’ creativity and to test its effectiveness. 
 Design/Methodology/Approach: During the formative pedagogical experiment (2021-2022) in the experimental group of 28 first-year television studies students, we modelled a creative seminar structure and used it to develop an electronic English language course in the Moodle Learning Management System. The control group included 27 1st year students of the same major who followed the curriculum-planned course. The results of the pre- and post-experimental questionnaire surveys were analyzed with the Mann Whitney U and ANOVA tests.
 Findings: According to the results of the post-experimental diagnostics, the students of the experimental group demonstrated a more positive attitude towards the e-learning environment as one conducive to the development of their creativity than the students of the control group.
 Conclusion: The positive shift in the experimental group students’ attitude can indicate the effectiveness of the suggested electronic course structure. Thus, it is possible to conclude that using creativity as an organizing principle in an e-learning environment allows educators to introduce the most vital worldwide challenges to students as stimuli for creative tasks and in return, receive their creative solutions.