LMS Moodle Research Articles

EXPERIENCE OF IMPLEMENTING THE DISTANCE E-COURSE “STATISTICAL METHODS IN PHARMACY” IN THE MATHEMATICAL TRAINING OF FUTURE PHARMACEUTICAL SPECIALISTS

The article is dedicated to the issue of distance and online learning in higher pharmaceutical education. In the paper, the main principles and characteristic features of the concept of distance learning are outlined, the main advantages and disadvantages of using distance and e-learning in pharmaceutical and medical higher education are discussed. Considerable attention is paid to the use of distance learning technology in the process of math training for students pursuing higher education in the field of pharmacy. In addition to technical means and the structural-methodological component of the distance course development process, special attention is given to psycho-pedagogical aspects, which includes a focus on increasing the motivation of this group of education seekers to master disciplines related to exact sciences. It is demonstrated, using the example of the developed by the authors distance course “Statistical Methods in Pharmacy”, implemented with the LMS Moodle, that a successful combination of methodological approaches and innovative teaching methods, aimed at implementing a competency-based approach in education, along with modern information technology providing online access to educational content, including tools for feedback support, practical skills development, and automated self-assessment, ensures the effectiveness of achieving educational goals by learners and the formation of professional competencies defined by the educational program. The course was tested, certified, and implemented in the fundamental training of future pharmaceutical professionals at the National University of Pharmacy. It is concluded, that the implementation of distance learning technology in the practice of Ukrainian higher pharmaceutical and medical education is necessary not only due to the current conditions that make it impossible to organize full-fledged offline education but also because of the efficiency of these technologies, primarily for organizing independent students’ work, that ensures the development of learners’ autonomy, contributes to the development of information culture, general digital competence, and a range of soft skills, including communication, interaction, collaboration in a digital environment, and the rational use of study time.

Factors Influencing the Adoption and Utilization of LMS Moodle Activities within the Department of English Language and Literature – University of Saida

Factors Influencing the Adoption and Utilization of LMS Moodle Activities within the Department of English Language and Literature – University of Saida

Образовательные онлайн-технологии как эффективное средство обучения английской терминологии языка для специальных целей (ЯСЦ) студентов неязыковых специальностей вуза: междисциплинарный подход

The paper describes the research conducted by the team of the English teachers of English for Humanities Dpt. of Southern federal university. The investigation aimed at the study of effectiveness of learning English terminology for special purposes by the non-linguistics university program students with the help of IT-technologies. In the experiment the online course "Legal Communication: Legal Writing and Oral Communication in the Practice of Law", developed by the interdisciplinary team of university teachers of the Faculty of Law and the English teachers of English for Humanities Dpt. on the Moodle LMS. Interdisciplinary approach applied in the course of investigation embraced the main principles of two sciences: methods of teaching foreign languages and terminology study. The results obtained show that both the usage of educational IT-technologies and the educational IT- products increases the students’ motivation for learning the language of their future profession if the content of the educational IT- products is thoroughly developed on the main subjects of theoretical and practical terminology study: the description of the history of formation and development of a language for special purposes, the linguistic and extra-linguistic factors that influenced its development, its vocabulary, style and genres, the techniques of appropriate use of terms in the special context.

Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming

The acquisition of programming skills is often complex and poses challenges that impede students’ progress and understanding. This study aimed to assess the effectiveness of the flipped project-based learning (FPBL) model, implemented via Moodle LMS, in enhancing students’ communication and problem-solving abilities in programming education. The study employed a quasi-experimental design with a control group following a blended learning approach and an experimental group utilizing the FPBL model. Purposive sampling was used. Data collection involved pre- and post-tests assessing communication and problem-solving skills, analyzed through paired and independent sample t-tests to evaluate the significance of the observed improvements. These findings demonstrated significantly positive outcomes in the experimental group. For problem-solving skills, the paired sample t-test showed a mean difference of 16.000, a t-value of 5.852, and a significance level of 0.000. Communication skills analysis revealed a mean difference of 7.400, a t-value of 10.418, and a significance level of 0.000. Independent sample t-tests corroborated these results, indicating notable enhancements in both skills in the experimental group compared to the control group. he FPBL model based on the Moodle LMS markedly improved students’ communication and problem-solving skills in programming education. Future research should investigate the long-term retention of these skills and the applicability of the model across different disciplines and educational levels.

Educational data mining in a university using LMS Moodle

Educational data mining is a technology for processing big data collected through educational portals and used for assessing the quality of educational content and predicting educational outcomes. Various data analysis methods are applied in the implementation of this technology, including anomaly detection, association rule mining, classification, cluster analysis, regression analysis, and factor analysis. Each of these methods uses special tools, such as spreadsheets, high­level programming languages (Python or R), low­code platforms (Loginom, Orange), or specialized analytics modules integrated into educational portals. The article reveals the features of the “Analytics” module embedded in LMS Moodle for tracking and optimizing the educational process. The authors provide recommendations for configuring and using this module in the educational process. The module “Analytics” allows to create forecasts of the success rate of mastering a separate training course without programming skills , does not require data preprocessing for analysis, and allows to quickly take measures to improve the educational process based on the results of the forecast. However, the module has a number of disadvantages (limited attributes and forecasting models, high requirements for computing power to run model training and build forecasts), so often administrators of educational portals disable this module. In this regard, an experiment was conducted to train a classification model for predicting students’ examination scores based on students’ activities on the educational portal of Nosov Magnitogorsk State Technical University. In the course of the experiment, data on students’ activity on the university’s educational portal for one academic year were taken, and machine learning models were built to predict examination scores for an individual student and subject. The results of the experiment showed F1 74 % in predicting the score that the students would receive on the intermediate assessment. This confirms the effectiveness of using educational data mining based on user data from educational platforms.

Penerapan H5P Guna Pengembangan Media Edukasi Keamanan Siber di SMPN 14 Kota Madiun

In the learning process innovation is needed, including educational media that can be used to support learning activities, including cyber security material that needs to be conveyed to students in order to grow and improve digital literacy skills. Monotonous learning can have an impact on students, including making students feel bored and lazy. This research aims to implement H5P as a web-based framework that provides access to various interactive content for the development of educational media regarding cyber security at SMPN 14 Madiun so that the learning process can be presented in the form of interesting and interactive content. The method used in this research is Research and Development (RnD), utilizing LMS Moodle as a learning media platform that is free and can be developed according to needs. The results of this research show that the application of H5P can help teachers create various types of interactive content such as presentations, videos, quizzes, and so on. Students can play and learn at the same time through LMS Moodle, which has implemented the H5P plugin for interactive content so that they can improve their digital literacy skills, especially understanding cyber security in the era of digitalization

ORGANIZING SELF-EDUCATION ACTIVITIES FOR MEDICAL COLLEGE STUDENTS IN THE CONTEXT OF BLENDED LEARNING

The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analysis, generalization, specification, and modelling. Based on the analysis of primary sources, it has been established that self-education activities are a type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated by the use of specific methods for seeking and assimilating social experience. It has been emphasized that through self-education, medical professionals are better able to handle complex clinical cases and provide high-quality medical care to their patients, including via the use of digital technologies. Blended learning is defined as a combination of traditional face-to-face (contact) learning and computer-mediated or online learning. It has been pointed out that the implementation of blended learning requires the development of appropriate pedagogical design and innovations that ensure the application of adequate teaching and assessment methods with carefully planned content and structured academic courses. The blended learning system is presented as an integration of face-to-face classroom and clinical sessions, independent student work, and online learning. It has been noted that in blended models, the supply of educational material and interaction with the teacher can occur in both physical and virtual environments, during both classroom sessions and asynchronously during extracurricular activities. The specifics of self-education activities for medical college students using some models such as rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped classroom, and personalized learning have been described. In each model, the core element is identified as the electronic educational resource. In the blended learning system such a resource is viewed not as an auxiliary tool of the traditional educational process but as the one that successfully combines traditional and distance learning forms, incorporating both non-digital and digital technologies. It has been determined that blended learning is based on the flexible combination of in-class learning (contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended learning used in organizing self-education activities for medical college students, the following have been highlighted and described: online lectures, practical sessions in webinar mode, project and group work online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual and augmented reality technologies, a combination of formal and nonformal education, self-testing complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications. It has been concluded regarding the feasibility of implementing blended learning in the training of medical college students and the organization of their self-education activities. This will enhance the quality of education, and the efficiency of resource utilization of educational institutions, increase the level of professional expertise and mobility of teachers, and ultimately provide additional competitive advantages to the educational institution in the educational services market.

A Framework to Identify Non-Achievers in eLearning Business Informatics Lab Courses

Learning Management Systems store valuable data in their repositories. Analyzing such data could contribute to identifying non-achievers in eLearning courses. This study presents an integrated framework (encompassing stages from a risk management process) to predict non-achievers in eLearning Business Informatics Lab Courses through a discriminant function analysis of student engagement data. In detail, data regarding with student interaction with the learning activities were elicited from the Moodle LMS log files. The paper also presents a specific eLearning Business Informatics Lab Course, designed upon Business Informatics competencies, tailored to a Business Informatics Curriculum for undergraduate Accounting Students. A discriminant function analysis was used to develop a competent prediction model. Linear discriminant functions were generated for achievers and non-achievers respectively. Students were classified into non-achievers or achievers according to the maximum score of the discriminant functions. The high classification percentage of our model indicates that our framework could be used to identify non-achievers in any eLearning Business Informatics Lab course sharing the same structure. A linear discriminant analysis (LDA) was also employed to indicate the training potential of our model. The evaluation metrics of our trained model indicate that our model could potentially be used to develop an alert system.

Gamification techniques in Maritime English online courses: Motivating learners in virtual environments

The research is conducted to solve the problem of students' motivation while m-learning, namely while Maritime English online courses on LMS MOODLE. Gamification techniques are listed in the paper. The advantages of m-learning with gamification are described. The following activities are listed to motivate and engage students in Maritime English m-learning: leaderboards, badges, points, levels, missions, maps, and scenarios. The research was conducted in higher maritime education institutions in Ukraine. The research results show the positive impact of gamification while m-learning on the formation of communicative competence of future ship engineers. The prospects of further research can be seen in analysing other m-learning techniques to raise the quality of Maritime English online courses (e.g. game-based learning, problem-based learning).

The Use of Video-Based Learning Media Assisted By LMS Moodle to Improve Student Learning Outcomes in Social Research Materials

The low learning outcomes of students are a problem that occurs in sociology learning. The literature review shows that using video media integrated with Moodle LMS can help overcome these problems. The research aims to determine whether using video-based learning media integrated with the Moodle LMS on social research material can improve sociology learning outcomes. This research is a classroom action research with 2 cycles. The subjects of this study were students in class E - 1 at SMAN Titian Teras H. Abdurrahman Sayoeti, with a total of 28 students. This study found that there was an increase in student learning outcomes in sociology learning using video-based learning media that was integrated with the Moodle LMS. This is evidenced by the average student learning outcomes in cycle 1, which is 80. Meanwhile, the average student learning outcomes in cycle 2, namely 91. Meanwhile, a comparison between pretest and posttest shows that there is an increase in student learning outcomes based on competency achievement indicators.

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.

Генерация файлов формата Moodle XML на основе данных сбалансированного лингвистического корпуса

The aim of the proposed research is to develop an algorithm for generating educational (linguodidactic) content for popular learning management systems based on corpus data. The scientific novelty lies in the fact that for the first time, a linguodidactic component is added to the original author’s concept of the method for generating a balanced linguistic corpus, implemented on the general principles of maximum automation and universality of application. During the research, the structures of LMS Moodle backup files were studied, a software module was developed for converting data from the author’s balanced linguistic corpus with morphological markup into XML files, which were imported and tested for integrity and correctness in terms of solving the posed linguodidactic task. As a result, it was proved that the used linguistic corpus has a high linguodidactic potential, the created algorithm shows good results, in this case, for generating test or training tasks in German, and can be expanded to material from other languages, the support of which is provided by the software tool – the corpus generator.

The Development of E-Learning Using Multimedia-Based GIS E-Modules

The aim of this research is to develop an interactive, interesting, effective, and fun multimedia-based e-module for the Geographic Information Systems (GIS) course, which can be accessed online so that it can improve student learning outcomes in e-learning via Moodle LMS. The research method employed is the Research and Development (R&D) method. The research method used is the research and development method, which has been modified by Sukmadinata and consists of a preliminary study stage, a model development stage, and a model test stage. The data used in this research is primary data, a population of teaching lecturers who are experts in teaching Geographic Information Systems courses as an e-module trial. The second primary data is the respondent population of ITB STIKOM Bali students who took the Geographic Information Systems course. The sample used in this study was a simple random sample of students registered to take these courses. The data collection technique used in this research used a Likert scale questionnaire instrument for e-module testing. The questionnaire analysis technique uses the feasibility percentage formula. To determine the effectiveness of the e-module, give a test to a sample of students before and after using the e-module by using the N-gain formula in data analysis. The research findings indicate that the e-module is suitable for use as a learning resource, as it received a positive evaluation from the lecturers who used it, with an average score of 48.5 or 88.2% in the "excellent" category based on Likert scale responses in the questionnaire. Additionally, the e-module is effective for student learning, as evidenced by the N-Gain score of 0.74, with a value greater than 0.7, indicating a high level of effectiveness.

LMS MOODLE ЯК ЗАСІБ ОРГАНІЗАЦІЇ СЕРЕДОВИЩА ЗДОБУТТЯ ПЕДАГОГАМИ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

The article addresses issues related to the effective organization of the educational process in postgraduate pedagogical institutions through the use Information and Communication Technologies (ICT), specifically exemplified by LMS Moodle. The possibilities LMS for creating a learning environment that meets the requirements of high-quality postgraduate education for educators are demonstrated. The authors elucidate the role of postgraduate pedagogical education amidst the contemporary transformations of Ukrainian society, emphasizing the necessity for additional knowledge and experience in ICT utilization among educators. Postgraduate education courses facilitate the integration of professional and educational activities of educators, aiming to foster their abilities for self-organization, self-development, and independent acquisition of constantly evolving information, enabling them quickly adapt to changes in the socio-economic environment. The substantial flow of information necessitates additional knowledge and experience in using information and communication technologies by educators, thereby imposing new demands on the organization of postgraduate education for teachers. The authors proved that the effective solution to the personalization task in postgraduate education is possible only through the integration of teaching technologies and information and communication technologies. Modern learning management systems have a powerful arsenal of tools for implementing innovative teaching models. This paper analyzes the capabilities of LMS Moodle in terms of course administration, personalized learning, organizing group and individual interactions (Forum, Chat, Choice, Workshop, Wiki, MindMap), monitoring, and analytics of the educational trajectory of each student. Construction of branched course structures (Lesson element), the organization of problem-oriented content with elements of group processing, tracking the interests of each learner through the selection of educational information blocks and feedback (Lesson elements, Assignment, Feedback, Survey), operational monitoring of knowledge quality (Lesson elements, Quiz, Choice), and the organization of the educational process using the flipped classroom model are analyzed. According to the authors, future research prospects may involve the development of new tools to support the learning process in LMS Moodle, particularly related to addressing the complexity of questions to ensure the objectivity of assessing learners' knowledge.

FSLSM-Based Analysis of Student Performance Information in a Blended Learning Course Using Moodle LMS

Abstract Over the past decades, blended learning using a flipped classroom approach has become an increasingly important part of global learning development and has gradually revolutionized educational environments. However, in the online part, individual differences of learners are often not considered and treated in an equipollent way, neglecting their needs and personal characteristics, which results in a poor quality of the learning service. Thus the need to improve both the content of e-learning systems and their adaptability requires a careful examination of the direct behavior of students in distance learning platforms. Our study is based on a dataset from the FOAD_FSBM e-learning platform involved in the learning of Moroccan university students. This work is motivated by the fact that professors seek to better understand students’ learning styles, which are founded on the Felder and Silverman Learning Style Model (FSLSM) so that they can offer them adaptive and personalized courses. In this article, we first describe the basic environment of this study and the reasons that led us to choose the Moodle e-learning platform. We also present the format of the courses created to conduct our experiments, and its advantage in e-learning. Then, we highlight the development tools that we used to conduct our studies. Finally, we present the results of our statistical analyses in relation to the performance of the students.

Exploring the Effectiveness of Benchmarking Approach With Educational Technologies in Maritime English Education

The article describes the use of a benchmarking approach as an effective means of assessing and comparing competitiveness and improving the organization`s activities. In the era of the information society, knowledge fast changes and distributes, making it impossible educational institutions to be successful if not have a real competitive advantage. The use of educational technology while Maritime Education and Training improves student outcomes, including grades and test scores. The paper describes the use of educational technology in a variety of ways, including blended learning, flipped classrooms, and personalized learning as a more engaging and effective learning environment. Benchmarking and educational technologies are two intertwined concepts that play a crucial role in improving the quality of maritime education. Research suggests that educational technologies can positively influence Maritime English education of future ship engineers. EdTech tools can be used to simulate different educational scenarios and predict potential outcomes. This can help educators benchmark their current practices against alternative approaches and make informed decisions. Such technologies provide students with access to authentic materials, real-life scenarios, and immediate feedback, enabling them to develop their speaking, listening, reading, and writing skills. Benchmarking can foster a culture of continuous improvement and encourage collaboration among educators to share best practices and develop innovative solutions. The paper concludes with positive impact of benchmarking approach with educational technologies into Maritime English education of future seafarers. The prospects of further research can be seen in the use of benchmarking approach while Collaborative Online International Learning, namely Maritime English online courses on LMS MOODLE.

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.

Geogebra supporting materials for introductory physics university courses

In this contribution, we present a set of Geogebra activities used in several introductory courses on Classical mechanics, Special relativity, Introductory course to cosmology and within the courses for non-physics majors (Physics for chemists, Physics for biologists). Examples include various oscillations, curvilinear coordinates, solutions of equations of motion, basic types of Minkowski spacetime diagrams and the effective potential for the dynamic of basic cosmological models. All the activities include basic interactivity and the possibility to play with selected parameters. They are used within the classrooms and shared with the students via links in the Moodle LMS platform together with other supporting materials.

Learning Experience of Students Using the Learning Management System: User’s Perspective on the Use of Moodle in the University of Jordan

This study aimed to evaluate the effectiveness of Moodle LMS as an alternative delivery mode for education, particularly in the higher education system of Jordan, which has not been evaluated before. The research is based on Moore’s transactional distance learning theory, which considers interactions among students, instructors, and course material, as well as personal characteristics of students. The study included 50 participants who have taken courses on Moodle LMS at the University of Jordan. Both interviews and research surveys were conducted to gather in-depth perceptions and analysis of the participants’ experiences with Moodle LMS. The findings suggest that Moodle LMS was an effective alternative study tool during the COVID-19 pandemic and the user-friendly course design enhanced the user experience of using Moodle LMS. Participants also provided suggestions to optimize the system for better integration in the University of Jordan. Fixing Moodle LMS based on the recommendations of the study participants will significantly improve the learning experience of students. This study contributes to the advancement of the state of the art by evaluating the effectiveness of Moodle LMS in the higher education system of Jordan and providing recommendations for improvement.

Development of Mobile Learning Based on Digital Entrepreneurs Using Raspberry Pi on TVET

Mobile learning is a method of instruction that uses portable electronics like laptops, smartphones, mobile phones, and PCs so that students may access lesson materials, instructions, and apps whenever and wherever they are without being constrained by time or place. This is an innovation regarding a systematic and structured application-based learning system as an interactive medium for students, especially at TVET. This article aims to develop mobile learning using a mini server Raspberry Pi 3 Model B+ based on digital entrepreneurs (digipreneur) that runs on the Moodle LMS as a source of learning content so that learning can be carried out interactively and flexibly, without having to be connected to the internet, or classrooms that are not effective even in areas with no internet access. This activity goes through 2 stages of system design known as client-server. In designing the server, the Raspberry Pi mini server model B+ configuration is carried out as a source of digital learning resources by using several supporting applications such as MySQL server, SSH, PHPMyAdmin, and Apache in designing the client using the Moodle LMS application, which contains digipreneur-based digital learning materials and resources, all stored in the database server. Three primary users are built into the Mobile Learning Database System: Administrators, Lecturers, and Students. This application is expected to be innovative and the right solution in terms of learning and become an alternative problem-solving tool in education.