Moodle Learning Management System Research Articles

Evaluation of Cloud Computing for Advancement LMS through Different Environments

In this innovative study, we tackle the urgent need for practical Learning Management Systems (LMS) in educational settings, highlighting the oftenoverlooked aspect of strategic infrastructure planning. Central to our enquiry is Moodle LMS, a versatile, open-source platform highly regarded for its adaptability to any educational institution’s needs. Our research adopts a two-pronged approach. Firstly, we rigorously test Moodle in both local and cloud environments, revealing remarkable results: cloud setups boast up to 89.6% faster period times, 85.7% quicker processing, an 88% increase in throughput, and a 74.2% reduction in overall load time. These findings underscore the cloud’s superior efficiency. The second aspect of our study focuses on Moodle’s performance across various geographical regions involving three different service providers. The results are clear-cut: proximity to the service provider dramatically enhances system efficiency, with response times improving by 35.7%, 28.4%, and 8.9% for each provider’s closest regions, respectively. This research sheds light on the efficiency gains of cloud-based LMS infrastructures and equips educational institutions with a comprehensive testing protocol. By following our outlined steps, institutions can make informed decisions, ensuring a bespoke, high-performing LMS solution, thereby significantly mitigating the risks associated with unsuitable system choices. Our study is an essential guide for educational bodies striving to optimize their LMS strategy in today’s digital landscape.

Didactic Innovation in Mathematics Using Technologies

The continuous progress of society requires all the actors to be dynamic and constantly updated, both in terms of monitoring as well as in the need to adapt. Regarding education, no matter how updated we are in relation to the contents, didactic strategies, and technological resources, we are still inevitably forced to adapt to new paradigms, leading us to reformulate traditional teaching methods. In this context, the contribution of e-learning platforms emerges, where teachers and students have at their disposal new means of empowering the teaching and learning process, since these platforms can be defined as a virtual teaching support environment. Currently, our students, in general, have many difficulties in problem-solving and mathematical reasoning, which often reflects in the performance of very simple tasks, with a growing disinterest towards Mathematics. It is also possible to argue that our students' "poor preparation" is a contributing factor in their failure (many did not attend Mathematics in Secondary Education and/or have not studied for several years, as is the case of those who entered through special contingents, as the “aged 23 and over”). In order to promote a distinct, alternative and supportive pathway that may help to solve this issue, a project on the Moodle learning management system (LMS) platform has been developed with the goal of assisting students in their study and the development of their skills in a way that is directly related to the curricular units (CU) in the scientific field of Mathematics, in an online learning environment. To increase students’ engagement into their learning process in a collaborative environment, a flipped model was employed into a Financial Mathematics/Financial Calculus Course (FCC). This paper's primary goal is to examine the effects of implementing the flipped classroom paradigm on students' performance, learning, and classroom instruction. The results from employing this approach have indicated a beneficial effect on the overall academic progress of students.

Comparative Analysis of Machine Learning Models for Predicting Student Success in Online Programming Courses: A Study Based on LMS Data and External Factors

Early prediction of student performance in online programming courses is essential for implementing timely interventions to enhance academic outcomes. This study aimed to predict academic success by comparing four machine learning models: Logistic Regression, Random Forest, Support Vector Machine (SVM), and Neural Network (Multilayer Perceptron, MLP). We analyzed data from the Moodle Learning Management System (LMS) and external factors of 591 students enrolled in online object-oriented programming courses at the Universidad Estatal de Milagro (UNEMI) between 2022 and 2023. The data were preprocessed to address class imbalance using the synthetic minority oversampling technique (SMOTE), and relevant features were selected based on Random Forest importance rankings. The models were trained and optimized using Grid Search with cross-validation. Logistic Regression achieved the highest Area Under the Receiver Operating Characteristic Curve (AUC-ROC) on the test set (0.9354), indicating strong generalization capability. SVM and Neural Network models performed adequately but were slightly outperformed by the simpler models. These findings suggest that integrating LMS data with external factors enhances early prediction of student success. Logistic Regression is a practical and interpretable tool for educational institutions to identify at-risk students, and to implement personalized interventions.

Effective Adoption of Learning Management System MOODLE for Math Placement Test at Nizwa College of Technology

A mathematics placement test is mandatory for all freshmen in Nizwa College of Technology, one of the branches of University of Technology and Applied Sciences, Sultanate of Oman, as well as in other branches too. This article presents the way of effectively adopting the learning management system Moodle for conducting online mathematics placement test for freshmen at Nizwa College of Technology. Also, comparison and comprehensive analysis are done based on the results of mathematics placement tests conducted at Nizwa College of Technology. The findings and observations in this paper strongly recommend the structure of the mathematics placement test in online mode through MOODLE quiz activity with multi-choice questions to all the general foundation programs at higher educational institutions in Sultanate of Oman.

Mobile Application System Efficiency and the Degree of User Satisfaction in Accessing Information

The purpose of this study was to explore the degree of user satisfaction with the use of mobile application systems to access information, specifically, the Moodle learning management system. Using quantitative methods, the authors explored user satisfaction in relation to system efficiency in accessing information and examined variables related to important demographic variables, such as local user location. The results showed that students were not afraid to use the Moodle learning management system but at the same time did not think Moodle was the best option for online learning because it continuously froze during exams, leading to student frustration. The results also showed that students were satisfied with information technology support when they needed it; however, they did not believe they received enough training to use Moodle. In addition, students did not find Moodle useful for online lectures because it does not have a live lecture feature.

Transforming Interactive Educational Content into Immersive Virtual Reality Learning Objects

Currently, the integration of immersive virtual reality applications into learning management systems is limited, which disadvantages kinesthetic learners, as the majority of learning material is mostly written or visual in nature. This research presents a method on how to transform existing conventional learning material into immersive virtual reality and integrate it into learning management systems, demonstrating it with a pilot study and an immersive virtual reality application prototype. The prototype application uses WebXR technology and provides integration into the Moodle learning management system using the Sharable Content Object Reference Model standard. The developed learning object was evaluated using the System Usability Scale, Web-based Learning Tool evaluation scale and the igroup Presence Questionnaire. The results of the pilot study revealed that the learning object performed above average in all tested fields and is preferable to established non-IVR solutions.

Gamified-flipped English classes and L2 learners’ achievement and perceptions

ABSTRACT This study aimed to investigate the benefits of incorporating gamification within a flipped English classroom to evaluate the resulting synergies on language learners’ overall L2 achievement (grammar, vocabulary, and reading comprehension) and their perceptions of this didactic approach. A total of 327 lower-intermediate L2 learners were assigned into three groups: gamified-flipped class (GFC), flipped, and control. All participants engaged in numerous L2 activities during the intervention, but the gamified-flipped and flipped groups accessed them via the Moodle learning management system before each session. The gamification plug-in was activated just for the gamified-flipped group members. An explanatory mixed research method was employed using pre-and post-tests of English, a Learning Experience Questionnaire (LEQ), and a written self-report survey. The results revealed that the gamified-flipped intervention significantly enhanced language learners’ L2 achievement across all three components. Moreover, learners perceived this class as fun, traceable, collaborative, and engaging though needed an excessive workload. These findings highlight the potential of using a gamified, free learning management system to improve language acquisition. They also emphasize the importance of considering students' workloads and individual differences when implementing gamification strategies.

Design of Moodle-based collaborative learning activities to enhance student interactions

PurposeThis article explores the impact of systematically designed online collaborative activities in two engineering undergraduate modules and key considerations for student interaction in Moodle.Design/methodology/approachThe educational design research approach was chosen to improve educational practices through iterative needs analysis, design, development and implementation. The study followed design-based research (DBR) approach, with a mixed-method research design used to uncover the critical factors in designing, developing and implementing online collaborative learning activities for improving student interaction. Two iterative cycles of online collaborative learning activities were implemented using the Moodle learning management system for two modules of an engineering undergraduate degree programme at a state university in Sri Lanka.FindingsResults indicate that students had demonstrated increased motivation for collaborative activities, and they had not experienced any significant difficulties in accessing materials or instructions. This study emphasizes that the design of learning activities has a greater influence on determining the level of interaction between the learner interface and the learner content. Also, a higher number of interactions on the wiki page improved learner-learner interactions, likely due to clear instructions and reduced complexities compared to previous Moodle activities. Overall, appropriately designed online activities can enhance students' motivation and improve communication, collaboration, cooperation and a sense of community among peers.Research limitations/implicationsThe study's constraints included a small sample size of 93 students in two courses, which limits generalization of the results. The study's findings should be carefully considered before being applied to courses with nontechnical content. The second constraint was the number of courses on which the activities were carried out. The activities were designed specifically for two Earth Resources engineering courses, and the developed activities addressed technical course content. The effect of the activities on students' engagement and motivation in various courses with nontechnical content must be investigated, and a complete generalization of the study's results may be called into question. As a result, careful consideration must be given to generalizing the study's findings.Practical implicationsThe study found that authentic collaborative learning activities using online technologies increased student participation and helped them discover their engineering design skills. Future research can focus on developing activities for other technical courses and incorporating additional tools into the instructional process. The use of a design-based research approach was recommended for future studies to obtain more comprehensive results than traditional comparative study designs.Originality/valueThe findings of this study suggest mechanisms to improve student interaction through online collaborative activities, particularly for delivering technical content. Such an understanding of learner interactions with course content, peers, teachers and interfaces will assist in the effective transformation of traditional technical content to online delivery mode. This is a unique study of converting in-class delivered engineering module content to online delivery within an equal time frame under restricted facilities and conditions resulting from a pandemic environment.

The Development of Digital Competences in Future Chemistry Teachers in Accordance with the DigCompEdu Requirements

This paper reports on the results of the research aimed at the creation of an e-learning course to support the teaching of the compulsory course Activating Methods in Chemistry Teaching (AMCT) in the LMS (Learning Management System) Moodle (Modular Object-Oriented Dynamic Learning Environment). This course was subsequently implemented into university teaching to develop students’ digital competences in line with the European Framework for the Digital Competence of Educators (DigCompEdu). The research sample consisted of first year Master's degree students of chemistry teaching (N=18) at the Faculty of Science, P. J. Šafárik University in Košice. The research took the form of a one-group quasi-experiment performed during the winter semester of the 2023/2024 academic year. The scope of teaching in the e-course was over 9 modules for a total of 42 hours. The research instruments included the self-assessment card filled in by the students before and after completing the e-course, and a questionnaire developed by the authors. The evaluation of the comparison of the students’ self-assessment cards shows an overall improvement in the students’ level of digital competences and skills in the individual topics covered by the e-course. Significant development of digital skills was evident in the topics Computer Based Laboratory Activities, Online Applications and Use of a Digital Visualizer. The results of the questionnaire showed that students realised the benefits of the e-course for their future teaching practice. To optimise the e-course, it will be necessary to adjust the amount of time required for some topics and create more opportunities to use digital technology to address specific topics in chemistry.

ANALYSIS OF SATISFACTION AND USEFULNESS OF LEARNING MANAGEMENT SYSTEM (LMS) USING EUCS AND TTF METHODS

Student satisfaction with using the Learning Management System (LMS) is one factor determining the achievement of bold learning objectives in tertiary institutions. This study aims to test the satisfaction and usefulness of LMS for students in learning to dare to use several variables in End User Computing Satisfaction (EUCS) and Task Technology Fit (TTF). The relationship between variables in EUCS and TTF was tested using the Structural Equation Model (SEM) based on 184 respondent data obtained from students using Moodle LMS at a university in Jakarta. The study's results revealed that the variable task characteristics and technological characteristics significantly affected TTF and EUCS tasks, and TTF positively affected EUCS. The results of the study provide recommendations that the resolution of LMS technology and the ease of use of LMS are the dominant factors influencing student satisfaction in using LMS.

Redesigning a faculty development program for clinical teachers in Indonesia: a before-and-after study.

Faculty development (FD) is important to support teaching, including for clinical teachers. Faculty of Medicine Universitas Indonesia (FMUI) has conducted a clinical teacher training program developed by the medical education department since 2008, both for FMUI teachers and for those at other centers in Indonesia. However, participation is often challenging due to clinical, administrative, and research obligations. The COVID-19 pandemic amplified the urge to transform this program. This study aimed to redesign and evaluate an FD program for clinical teachers that focuses on their needs and current situation. A five-step design thinking framework (empathizing, defining, ideating, prototyping, and testing) was used with a pre/post-test design. Design thinking made it possible to develop a participant-focused program, while the pre/post-test design enabled an assessment of the program's effectiveness. Seven medical educationalists and four senior and four junior clinical teachers participated in a group discussion in the empathize phase of design thinking. The research team formed a prototype of a 3-day blended learning course, with an asynchronous component using the Moodle learning management system and a synchronous component using the Zoom platform. Pre-post-testing was done in two rounds, with 107 and 330 participants, respectively. Evaluations of the first round provided feedback for improving the prototype for the second round. Design thinking enabled an innovative-creative process of redesigning FD that emphasized participants' needs. The pre/post-testing showed that the program was effective. Combining asynchronous and synchronous learning expands access and increases flexibility. This approach could also apply to other FD programs.

Docimological Quality Analysis of LLM-Generated Multiple Choice Questions in Computer Science and Medicine

Assessment is an essential part of education, both for teachers who assess their students as well as learners who may evaluate themselves. Multiple-choice questions (MCQ) are one of the most popular types of knowledge assessment, e.g., in medical education, as they can be automatically graded and can cover a wide range of learning items. However, the creation of high-quality MCQ items is a time-consuming task. The recent advent of Large Language Models (LLM), such as Generative Pre-trained Transformer (GPT), caused a new momentum for automatic question generation solutions. Still, evaluating generated questions according to the best practices for MCQ item writing is needed to ensure docimological quality. In this article, we propose an analysis of the quality of LLM-generated MCQs. We employ zero-shot approaches in two domains, namely computer science and medicine. In the former, we make use of 3 GPT-based services to generate MCQs. In the latter, we developed a plugin for the Moodle learning management system that generates MCQs based on learning material. We compare the generated MCQs against common multiple-choice item writing guidelines. Among the major challenges, we determined that while LLMs are certainly useful in generating MCQs more efficiently, they sometimes create broad items with ambiguous keys or implausible distractors. Human oversight is also necessary to ensure instructional alignment between generated items and course contents. Finally, we propose solutions for AQG developers.

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

In 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. A 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. The 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. Study 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.

Utilizing Machine Learning Techniques for Learning Analytics: A Case Study of Moodle LMS Activity Log Analysis

Learning analytics collects data, analyzes, and interprets the learning process that has taken place. The output of this method can be used to improve the quality of teaching or learning. Moodle is a popular learning management system (LMS) used for online learning. Various learning activities carried out by students are recorded in the activity log. This paper shows the potential of using machine learning methods to analyze activity logs taken from Moodle LMS. The sample used in this study refers to implementing the Digital Society course, which students from different fields of science attend. This paper describes using supervised and unsupervised learning on activity log data taken from the Moodle LMS. The variables used as datasets include the frequency of activity reading pdf material, scores, videos, forums, quizzes, and graduation status. The supervised learning model that was built succeeded in obtaining an accuracy of 100% in the application of logistic regression and Naïve Bayes Classification. Unsupervised learning clustered all the data and showed the cluster related to the frequency of online learning activities and students' assessment success status.

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.

PENGARUH LITERASI DIGITAL, KREATIVITAS, DAN KETERAMPILAN PEDAGOGI TEKNOLOGI TERHADAP PENGGUNAAN LMS MOODLE BAGI GURU SEKOLAH XYZ

Learning activities must be aligned with the characteristics of current learners to ensure they are ready for the future. The current category of students is Z generation and Alpha where when they are born and grow up very familiar with technology. A challenge for teachers in applying technology in learning activities because it is not just moving learning activities into technology platforms but how to utilize technology in accordance with pedagogic concepts so that learning runs effectively. This study aims to analyze the influence of digital literacy, creativity, and technology pedagogy on the use of Moodle's Learning Management System (LMS) for teachers. This research is quantitative research with Partial Least Squares-Structural Equation Modeling (PLS-SEM) approach, where the data was analyzed using the SmartPLS program version 4.0. involving the entire teacher population in XYZ School totaling 114 people. Data was collected using survey methods using instruments in the form of questionnaires. The results showed that digital iterations and teacher technology pedagogy positively affected the use of the Moodle LMS and there was no relationship between teacher creativity and the use of the Moodle LMS

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.