Modular Object-Oriented Dynamic Learning Environment Research Articles

OPTIMIZATION OF THE USE OF SOME MODULES IN THE MOODLE SYSTEM

OPTIMIZATION OF THE USE OF SOME MODULES IN THE MOODLE SYSTEM

Online Problem-Based Learning (PBL) during COVID-19 Pandemic: Trial at the Libyan International Medical University

Background Online courses that utilize problem-based learning (PBL) are widely recognized as an effective educational method that blends self-directed learning with collaborative problem-solving. Aim The aim of this study was to evaluate the satisfaction of students from the Faculty of Basic Medical Sciences (BMS) at Libyan International Medical University (LIMU) with an online PBL course during the coronavirus disease 2019 (COVID-19) pandemic in 2020. Method This is a cross-sectional study performed during the COVID-19 pandemic in 2020, involving a total of 293 students from four different classes of Faculty of BMS. Each online PBL session ran for 2 hours and was arranged independently for each year group. Students had access to a seven-closed-question questionnaire for a few hours after the end of the session. The questions were of three different categories. The first category was related to the online organization of the session, tutor control, and instructions provided in the applied Modular Object-Oriented Dynamic Learning Environment (Moodle). The second category involves questions related to online communication problems, the facility of the Google Hangouts application used, and the time allocated for the session. The third category was the cooperation of the PBL group. The student was asked to answer agree or disagree for each question. If the student did not choose one of the answers, his response was recorded as (no response). The scores of (agree), (disagree), or (no response) for each student were transferred to a Microsoft Office (2021) Excel file and were displayed as frequency and percentages. A two-way analysis of variance without replication was performed to analyze the differences in student responses across various groups using Excel statistics. The proportion test was utilized to determine whether the proportion of positive responses (agree) in any group significantly differed from a specified level of 0.75 (75%). The acceptable proportion of no response was set at 0.2 (20%). The significant level was set at p-value less than 0.05. Results For the first category, the highest level of student satisfaction (79.9%) was associated with Moodle instructions, followed by tutor control (79.5%), and online organization (72%). However, students in the third year of medicine demonstrated significantly lower satisfaction with online organizations compared with other groups (62.3%, p < 0.05). For the second category, all groups, except first-year medicine students, reported significantly low satisfaction with online access (58% p < 0.05). All groups expressed satisfaction with the time allotted for the session (74%) and the online Google Hangouts application used (71%), except for third-year medicine students, who exhibited a notable level of dissatisfaction with the use of online Google Hangouts application (7%, p < 0.05). Lastly, the third category focused on group cooperation and reflected an overall student satisfaction rate of 80%. Conclusion BMS students responded positively regarding their first online PBL session during the COVID-19 pandemic. The study displayed that the availability of online communication, the clarity of instructions, good session organization, and control are important factors that will determine the effectiveness of online PBL.

Integration of digital services in the work of accreditation and simulation center of medical educational organization: experience, problems and prospects

The experience of using universal digital services in the accreditation and simulation center of Yaroslavl State Medical University for the period from 2016 to 2023 was studied. More than 1,000 specialists are trained at the center per year. Over the entire period, 4,684 people underwent the accreditation procedure. The introduction of simulation technologies into medical education requires a high level of automation and digitalization of basic processes. Implemented tools and services of a modular object-oriented dynamic learning environment, a designer of online courses and training simulators, an electronic schedule, cloud technologies and online services, including those based on artificial intelligence. This allowed the training center to provide effective management both within the current educational process and during periods of peak load during the accreditation procedure for specialists.

Print media in digital age: creativity as e-learning tool

The Covid-19 pandemic has transformed the relationship between teachers and students. Consolidated and proven effective pedagogical strategies were adapted in a short time. This article describes the once-unlikely experience of teaching printing techniques to undergraduate graphic designers remotely. The experiment was conducted by two professors with consistent expertise in editorial printed design, Dr. Gustavo Curcio and Dr. Fernanda Sarmento, and assisted by Claudia Dayé. A class of fifty-five students, organised into small groups of four to five students, performed a series of practical exercises monitored by the university's Modular Object-Oriented Dynamic Learning Environment (moodle). This paper describes the successful articulation of students' practice, technique and creative stimulation.

Outcome-Based Education Scoring System Utilizing Modular Object-Oriented Dynamic Learning Environment

The dynamic nature of education necessitates inventive approaches to assessment and evaluation. This study concentrates on formulating a Scoring System aligned with Outcome-Based Education (OBE) principles, utilizing the Modular Object-Oriented Dynamic Learning Environment (MOODLE) platform. OBE prioritizes showcasing specific learning outcomes, cultivating a student-centric approach. The proposed system seeks to improve assessments through a flexible framework accommodating diverse learning objectives, employing a modular and object-oriented design. Integration with MOODLE, a widely-used e-learning platform, explores seamless implementation and user-friendly interaction. The Scoring System aids educators in efficiently evaluating student performance against predefined outcomes, fostering transparency and accountability.Key features include customizable assessments, progress tracking, and timely feedback. The study also examines the system's impact on student engagement, motivation, and overall learning outcomes, contributing valuable insights to innovative assessment methodologies in contemporary education. In conclusion, the research introduces a Scoring System harmonizing OBE principles with MOODLE's flexibility, benefiting educators, students, and institutions. The study's outcomes provide valuable implications for educators and technologists aiming to enhance assessments in the evolving education landscape.

Students' Conceptions to the Use of Tool Mediation for Reading and Vocabulary Instruction: A Case for Modular Object-Oriented Dynamic Learning Environment

Students' Conceptions to the Use of Tool Mediation for Reading and Vocabulary Instruction: A Case for Modular Object-Oriented Dynamic Learning Environment

Philological study programs in the digital age: A comprehensive analysis of Moodle integration and utilization

Abstract Learning Management System (LMS) Moodle (Modular Object-Oriented Dynamic Learning Environment) is used by educators and institutions around the world and is an effective solution for creating and delivering engaging online courses. Moodle has also gained popularity in universities across Slovakia which have adopted it as their preferred Learning Management System for managing and providing e-learning content. The use of Moodle courses in university education in Slovakia has several benefits, including increased access to education for students, improved engagement and interaction between students and instructors, and greater flexibility for students in terms of when and where they can complete coursework. The paper aims to investigate the integration of this learning/content management system in the area of philology (linguistics/applied linguistics, translation, culture, literature, didactics) by analysing Moodle courses offered by the Department of English Language and Literature at Trnava University’s Faculty of Education. The study analyses existing Moodle courses from multiple perspectives to identify digital service advancements in philological study programs, including teacher and non-teacher training programs. The study examines various features of Moodle courses, including the number of courses offered, the subjects covered, course structure, learning materials employed, methods of assessment and feedback, communication and collaboration tools utilised, and integration of online and multimedia resources. The paper presents the essential findings and provides insights into the current situation. Identifying gaps in the existing state and suggesting areas for further research, aims to advance understanding in the field.

Computer-Based Clinical Examination (CCE) in Surgery: Would It Complement or Replace the OSCE in the Post-COVID-19 Era?

Objectives: Surgical clinical assessment of medical students is confronted by many challenges particularly the increasing numbers of students with limited resources, and pandemics. The search for new tools of assessment continues. Our objectives were: (1) To develop a computer-based clinical exam (CCE) and identify its characteristics (2) To assess its acceptability of the students. Method: The study was conducted at the Surgical Department, Alzaiem Alazhari University (AAU) between February and August, 2017. We used the modular objectoriented dynamic learning environment (MOODLE) program as a platform to upload and deliver the exam. The exam consisted of 45 questions (stations). Each consisted of a clinical scenario accompanied by a photograph (of a patient or investigation) or short video followed by multiple choice questions (MCQs). A questionnaire was designed to get the students’ feedback. We analyzed the questionnaire and scores obtained by the students and compared them to their performance in other tools of the surgical exam, using SPSS statistical program. Results: The study included 188 final year medical students. There was a highly significant correlation of the CCE scores of each student with their final result (r= 0.67), and with other tools of the surgery exam particularly the objective structured clinical examination (OSCE). Students’ acceptability was high. Conclusion: The CCE is valid and practicable. It saves time and is popular with the students and tutors. It complements the OSCE in the assessment of clinical competency and allows wide coverage of the curriculum. It is expected to gain importance and popularity in the post-COVID-19 era.

Online teaching as supplementary tool during lockdown among undergraduate medical students in an Indian medical college

Abstract Introduction: Education is undergoing profound changes due to permanent technological innovations. During covid pandemic, students were struggling with authentic study material due to the sudden lockdown. Objectives: In order to supplement and assess the impact of online lectures during covid pandemic a course was designed using an online learning management system (LMS), ‘Moodle’ (modular object-oriented dynamic learning environment. Methods: The teaching approach was supported by multimedia didactic materials to introduce the concepts of Web-based learning environments. We assessed the student’s online activity logs to know the student’s interests and engagement. The study was conducted among 170 first-year MBBS students of batch 2020. The five-point Likert scale was used to measure student attitudes related to supplementary material use. Results: The majority of students gave positive feedback: 79% of students were in agreement that supplementary material added extra interest to the topic and 88% stated that it was useful and relevant. Students displayed positive attitudes towards using LMS and gained adequate knowledge in an information-rich environment. Conclusion: The integration of Moodle in Physiology teaching improved student’s interest and motivation as suggested by student’s active participation to access supplementary resources. Such efforts also give insights to course administrators for setting teaching plans and providing meaningful learning experiences.

Moodle in an Open Distance e-Learning University: Is It a Building or Stumbling Block to Student Interaction and Autonomy?

Higher education institutions (HEIs) in Africa are seemingly staggering under the burden of digital division and exclusion. Due to its perceived flexibility and affordability for students in remote areas, distance education is a popular option for many students at HEIs. One of the e-learning tools introduced is a modular object-oriented dynamic learning environment (Moodle) learning management system (LMS), which is designed using web-based applications and provides online learning services to students. The key question remains: how do first-year students experience Moodle? Do they view it as a building block to their learning? Or is it a stumbling block? This article reports on a study that was conducted in a South African open distance e-learning (ODeL) institution with students who speak English as an additional language, in an Academic Writing module. The study used a qualitative case study approach and drew on the theory of transactional distance to understand how Moodle encourages student interaction and autonomy. Although the study findings cannot be generalised on a broader scale, the findings are in line with similar studies, amplifying the critical role of student experiences, interaction, and autonomy in HEIs to bring about the required change.

Students’ Attitude Towards Moodle Learning Management System as A Teaching Strategy in Nursing Educations

Background and objectives: Moodle stand for Modular Object-Oriented Dynamic Learning Environment. It was created in Australia by Martin Dougiamas. Moodle is freely available as open-source software, and is flexible and easy to modify. The aim of this study was to evaluate attitude of nursing students towards using Moodle as a learning management system in the nursing programs. Methods: A cross-sectional descriptive study was conducted at the College of Nursing in Erbil city-Kurdistan Region-Iraq. The study included 100 nursing and midwifery students. A non-probability-convenience sampling technique was used to enroll 100 nursing students by submitting a questionnaire to assess their perspectives about new teaching methods such as Moodle in their learning process. Results: The vast majority of the study sample was female and third-year stage students. Most of the students were living in the urban area and mostly is unmarried. Most of the students believed that Moodle improved their academic performance in the teaching process at the College of Nursing. Conclusion: There was believed that Moodle as a teaching strategy in nursing education programs has a pivotal role in attracting nursing students to learn.

Students' performance in interactive environments: an intelligent model.

Modern approaches in education technology, which make use of advanced resources such as electronic books, infographics, and mobile applications, are progressing to improve education quality and learning levels, especially during the spread of the coronavirus, which resulted in the closure of schools, universities, and all educational facilities. To adapt to new developments, students' performance must be tracked in order to closely monitor all unfavorable barriers that may affect their academic progress. Educational data mining (EDM) is one of the most popular methods for predicting a student's performance. It helps monitoring and improving students' results. Therefore, in the current study, a model has been developed so that students can be informed about the results of the computer networks course in the middle of the second semester and 11 machine algorithms (out of five classes). A questionnaire was used to determine the effectiveness of using infographics for teaching a computer networks course, as the results proved the effectiveness of infographics as a technique for teaching computer networks. The Moodle (Modular Object-Oriented Dynamic Learning Environment) educational platform was used to present the course because of its distinctive characteristics that allow interaction between the student and the teacher, especially during the COVID-19 pandemic. In addition, the different methods of classification in data mining were used to determine the best practices used to predict students' performance using the weka program, where the results proved the effectiveness of the true positive direction of functions, multilayer perceptron, random forest trees, random tree and supplied test set, f-measure algorithms are the best ways to categories.

Organization of distance education in the subject “Аnimal physiology” with using the electronic learning platform MOODLE and YouTube video hosting

The current development level in IT contributes to the introduction of computer technology and other technologies in the learning process at various levels of education. Informatization of education is a process that provides the education sector with methodology and practice for the development and optimal use of modern information and communication technologies focused on implementing the psychological and pedagogical goals of education and training. Education institutions face the challenge of preparing a new generation of teachers to use the new learning tools in teaching practices effectively. Information technologies allow the university teacher to prepare and conduct practical classes and lectures and control activities effectively and at a new level. This article highlights the experience of organizing the educational process in a distance format using information computer technologies. It analyzes the work of the most common online distance learning platforms, with the help of which the educational process takes place at the State University of Biotechnology. The authors investigated the possibilities of the electronic learning platform MOODLE (Modular Object-Oriented Dynamic Learning Environment) for students of the Veterinary medicine and biotechnology faculties. An analysis of the advantages of the MOODLE distance learning platform and ways to eliminate its shortcomings was carried out, the main of which, according to the authors, is the need to adapt the teaching of one of the essential fundamental disciplines to the video format and provide the combination of visualization of the classroom performance of laboratory and practical work with the possibility of independent, remote work if available access to the Internet. It is claimed that the MOODLE platform can use a wide range of video files, but this is not enough for a perfect study of the discipline “Animal Physiology”. Due to the limitation of specific technical characteristics of the MOODLE platform, the authors introduced files from YouTube video hosting into the educational process, which required creating their content. In the article, the authors presented their views on the creation of a single virtual, informational environment that combines all available technological functions of the system of professional training of future doctors of veterinary medicine.

Implementation of the online learning management system ‘Moodle’ as a blended approach to online teaching

Objectives: Web-based learning is becoming a newly accepted standard in education, more so with COVID-19 pandemic. To use technology to redesign learning experiences, a blend of synchronous and asynchronous approaches was used wherein the routine lectures through MS Teams (synchronous) were integrated with an online learning management system (LMS), ‘Moodle’ (modular object-oriented dynamic learning environment) based, four-quadrant approach (asynchronous). We aimed to determine the student’s engagement, performance and perception of the new online LMS. Materials and Methods: All 170 students of the 1st year MBBS of batch 2020 were enrolled in the course. A module was developed for teaching ‘Physiology of Vision’ with this blended approach. Along with routine online lectures through Microsoft Teams, supplementary materials in the form of multimedia presentations and additional links to useful websites were provided through online LMS. The online activity of students was recorded and assessments were done. A feedback form was filled out by students at the end of the course. Results: A significant positive correlation of examination scores with individual student’s activity logs and significantly better scores in top Moodle users along with significantly higher marks in Moodle-based modules than in other modules confirmed the value of Moodle in improving student performance. Overall feedback from students was clearly in favour of implementing Moodle as a complementary tool to traditional teaching. Conclusion: Moodle improved the quality of learning. It developed interest and motivation among students and has a positive impact on academic outcomes.

Effectiveness of Moodle in Teaching and Learning

Education advances every day, and one such advancement is the Learning Management System (LMS) which has been used in various countries worldwide. It gained greater impetus when online education came into the picture in 2020 globally to the entry of COVID-19. However, LMS is still an unexplored topic in some regions of the world. This paper aims to spell out how the inclusion of LMS can provide an easy imparting of education and a very convenient way of transferring knowledge so that the institutes not exposed to such experience could know about this. LMS helps instructors manage all academic activities from anywhere, anytime, as it is online-integrated software designed to support education online or offline. This paper intends to enlist the usefulness of one such LMS called Modular Object-Oriented Dynamic Learning Environment (Moodle), an e-learning platform that facilitates impactful teaching and learning. Instructors and students who have used Moodle are interviewed in a semi-formal way. The descriptive methodology was used to identify the highlights of the responses. The results of this study bring the effectiveness of Moodle into the limelight so that institutions adopt it to enhance the teaching process in effective learning. Hence, it lists the limitations of Moodle where the scope for development exists and intends to recommend to educationists to invest in LMS to contribute toward the holistic development of 21st-century education.

A moodle course to substitute resuscitation teaching in a medical curriculum during the COVID-19 pandemic: A prospective pilot study.

Face-to-face medical education was restricted during the COVID-19 pandemic, leading to alternative teaching methods. Moodle® (Modular Object-Oriented Dynamic Learning Environment) - an online course format - has not yet been sufficiently evaluated for its feasibility and effectiveness in teaching cardiopulmonary resuscitation. Medical students in the eighth semester took part in a Moodle® course teaching basic life support, the ABCDE-approach, airway management, and advanced life support. The content was presented using digital background information and interactive videos. A multiple-choice test was conducted at the beginning and at the end of the course. Subjective ratings were included as well. Out of 594 students, who were enrolled in the online course, 531 could be included in this study. The median percentage of correctly answered multiple-choice test questions increased after completing the course [78.9%, interquartile range (IQR) 69.3-86.8 vs. 97.4%, IQR 92.1-100, p < 0.001]. There was no gender difference in the median percentage of correctly answered questions before (female: 79.8%, IQR 70.2-86.8, male: 78.1%, IQR 68.4-86.8, p = 0.412) or after (female: 97.4%, IQR 92.1-100, male: 96.5%, IQR 92.6-100, p = 0.233) the course. On a 5-point Likert scale, 78.7% of students self-reported ≥4 when asked for a subjective increase in knowledge. Noteworthy, on a 10-point Likert scale, male students self-reported their higher confidence in performing CPR [female 6 (5-7), male 7 (6-8), p < 0.001]. The Moodle® course led to a significant increase in theoretical knowledge. It proved to be a feasible substitute for face-to-face courses - both objectively and subjectively.

Students’ Independent Work in Studying Foreign Language based on LMS MOODLE

This article provides an overview of the Moodle learning environment – what it includes and how it can benefit your teaching. The purpose of the article is to substantiate the significance and expediency of using electronic educational courses on the LMS MOODLE platform in the context of improving the quality of independent work of students while learning a foreign language.&#x0D; The following methods were used: theoretical (analysis, synthesis, generalisation and systematisation of scientific theoretical and methodological literature) – in order to define the concepts of research; empirical-diagnostic (discussions, questioning, testing, pedagogical observation, expert questionnaire) to study the results of educational activities and determine the level of formation of students’ independent work; pedagogical experiment (stages of launching, formation, controlling) to check the performance of the system of the corresponding didactic tools based on the LMS MOODLE platform.&#x0D; The results are the following. Nowadays, universities widely use the e-learning system based on the virtual learning environment Moodle (full name – Modular object-oriented dynamic learning environment). It is focused on learning technologies in cooperation and allows you to organise training in the process of solving educational tasks together, exchange knowledge. A brief analysis of the main directions of distance learning is given; experience in the development and application of electronic educational courses in English. It is concluded that the use of e-learning in the educational process increases the effectiveness of various types of independent activity of students, self-development and formation of their professional competence. The author has developed an electronic course on the discipline “Foreign language of academic and professional communication” using LMS Moodle. &#x0D; Thus, it is concluded that LMS Moodle has increased the effectiveness of learning a foreign language by non-linguistic students. Learning becomes oriented due to the variability and flexibility of learning the learning material at an individual pace. In addition, LMS Moodle allows solving a variety of priority tasks that modern society puts before learning and meets the requirements and capabilities of recent students. However, like any method, distance learning has its strengths and weaknesses.

Learning Management System in Higher Education

Moodle (Modular Object-Oriented Dynamic Learning Environment) is broadly used in the United Kingdom Higher Education environment and the rest of the world owing to its feature of being user-friendly as a learning management system (LMS). Since the pandemic, the pivotal role of Moodle is strengthened to facilitate virtual learning during the lockdown and enhance hybrid learning with face-to-face teaching gradually coming back. During the routine tutorials, some students reported their difficulties and concerns about Moodle, such as digital literacy, information density, and feedback. In this reflection, three postgraduate researchers who work as teaching assistants in Warwick Manufacturing Group (WMG), reflect on the Moodle designing experience. We discuss various manoeuvres like adjusting the structure, using virtual badges to engage students, compressing content, and updating synchronous and asynchronous learning materials to enable students to learn more efficiently. The module design is optimised based on the module nature, learning objectives, expected learning outcomes, and students' learning needs in the hybrid learning environment. With the students' feedback and previous learning experience, suggestions are proposed to contribute to the best practices in Moodle design to improve Postgraduate Taught Students’ learning experience in Higher Education.

Формирование креативности студентов средствами электронной среды Moodle

The authors investigate the problem of the formation of creativity of students of economic university. The importance of solving this problem in the context of improvement of the quality of training of graduates of higher education from the standpoint of professional orientation of training is emphasized. The article highlights the role of e-learning environment Moodle (modular object-oriented dynamic learning environment) as a means of formation of the creativity of future bachelors of economics. The possibilities of electronic environment Moodle are demonstrated for creating of training courses, filling them in the form of electronic resources (lectures, practical tasks, questionnaires, tests, forums, etc.), providing interactive interaction of subjects of the educational process. In the course of the study, a table of indicators of the level of formation of the creative-activity component of students’ mathematical competence was built to identify creativity. Based on the results of the pedagogical experiment, the assessment of the formation of the creative-activity component of mathematical competence of future bachelors was carried out. The article presents the results of generalized indicators of the dynamics of the formation of the creative activity component at the subject, interdisciplinary and professional stages of multilevel mathematical training in economic university.

Evaluation of a Web-based learning system for skills in removing personal protective equipment for highly infectious diseases-A randomized controlled trial.

Which educational method is best for 3-month retention of proper skills in removing personal protective equipment (PPE) in the setting of highly infectious diseases is unclear. We evaluated the effectiveness of a Web-based learning system after 3 months of use. One general hospital in Japan. We conducted a randomized, nonblinded, parallel-group trial with 35 nurses using the substitution block method. At baseline, both groups received face-to-face training in putting on and removing PPE. The intervention group was given access to the Web-based learning system we developed using Modular Object-Oriented Dynamic Learning Environment (Moodle). After 3 months, we assessed both groups regarding knowledge and skills in removing PPE using a 34-point test, fluorescent markers, and video recordings. Overall, 34 participants completed the trial: 16 in the intervention group and 18 in the control group. Postintervention knowledge test scores (1.3 vs -0.8; P = .013; effect size r = .42) and deviations from the required procedure (-5.4 vs 1.9; P = .001; effect size r = .55) were significantly better in the intervention group than in the control group. The number of contaminated sites (-0.5 vs 0.4; P = .128; effect size r = .26) and contaminated participants (-18.7% vs 11.1% decreased in the intervention group, and increased in the control group, although this was not significant (P = .242; effect size ϕ = .47). This learning system was an effective educational method in maintaining and improving knowledge of proper PPE removal skills. The number of deviations from the required procedure decreased, and this reduction continued after 3 months. Evaluation of the Web materials for learning PPE removal skills in the setting of highly infectious diseases. University Hospital Medical Information Network, UMIN000042725: https://center6.umin.ac.jp/cgi-open-bin/ctr/ctr_view.cgi?recptno=R000048767.