Modular Object-Oriented Dynamic Learning Environment Research Articles

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.

Assessment of work ability decline in workers with intellectual and developmental disabilities

BACKGROUND: People with intellectual and developmental disabilities (IDD) experience work ability decline through aging and disability (WADAD), conceptualized as the process of deterioration in work ability resulting from the interaction between disability and aging, which has a direct impact on their job. OBJECTIVE: There is a need to focus on how this decline can be detected and to identify the main areas and indicators of WADAD in people with IDD, in order to build a targeted prototype assessment tool to determine a prevention protocol that extends people’s positive working lives for as long as possible. METHODS: We employed a literature review, Delphi panel, and working group through Modular Object-Oriented Dynamic Learning Environment (MOODLE). RESULTS: We created a tool, composed of 76 items, 6 dimensions, and 17 indicators, to assess WADAD in people with IDD. CONCLUSIONS: The indicators identified can be used to develop prevention and/or intervention protocols for WADAD and to produce guidance for the transition toward retirement, specifically for people with IDD. This tool helps extend the satisfying working lives— with support— of people with IDD, promoting social inclusion and participation as workers and not as pensioners.

A randomized controlled, non-inferiority trial of Moodle online learning for basic life support training on learning outcomes among dental students.

Dental students require basic life support (BLS) training to build their competency in cardiac arrest response. Online learning differs from the types of learning commonly practiced in Asia. We compared online learning and didactic lecture for BLS training in Thai dental students on knowledge, skill, and satisfaction. This was a randomized controlled, single-blinded, non-inferiority trial in fifth-year students from Khon Kaen University's Faculty of Dentistry from August 2015 to February 2016. Online learning was conducted using Modular Object-Oriented Dynamic Learning Environment (Moodle) 2.9 and required 90 min. Those in the didactic lecture group received a 90-min lecture covering similar content. Both groups received 2 h of skill training. After training, we evaluated their ability to pass a skills test, knowledge scores (immediately after training and 3 months later), and course satisfaction (5-point Likert scale). We included 78 students and randomized them to online learning (39) or didactic lecture (39). The difference in proportion (95% confidence interval [CI]) of students passing the skills test on their first attempt was -1.5 (-20.8, 23.8), and all passed on their second attempt. The mean differences (95% CI) between the groups' immediate and 3 months knowledge scores were -2.5 (-6.2, 1.2), and -1.3 (-4.9, 2.3), respectively. The mean difference (95% CI) in satisfaction score was 0.02 (-0.28, 0.32). Online learning and didactic lectures yielded comparable knowledge and skills, including satisfaction in Thai dental students. Online BLS training may alternatively aim for self-paced learning and increase flexibility. The recommendation is to increase online BLS learning in Thai culture.

The Experience of Implementing a Digital Library in the Educational and Research Activities of the National Defense University of Ukraine Named after Ivan Cherniakhovskyi

Attention is focused on the relevance of the use of distance learning technology, in particular on the development, use and integration of a digital library with the modular object-oriented dynamic learning environment Moodle. The problem of development, integration and use of digital libraries, in particular the National Defence University of Ukraine named after Ivan Cherniakhovskyi (NDUU) digital library, is analyzed.

Students’ Digital Readiness for – and Satisfaction with – Online Learning: A Case Study of the University of KwaZulu-Natal, South Africa

The Covid-19 (acronym for the coronavirus disease of 2019) pandemic has signalled significance for online teaching and learning in higher education institutions (HEIs) both locally and internationally. This article reports on an empirically approved study that aimed to assess students’ digital readiness for online learning at the University of KwaZulu-Natal (UKZN), South Africa. The article presents the main areas examined to assess intrinsic and extrinsic factors influencing students’ online readiness with respect to their technical requirements; engagement with learning tools and resources; digital readiness; and satisfaction with the Moodle (acronym for Modular Object-Oriented Dynamic Learning Environment) online learning tool. Understanding students’ online learning readiness was deemed necessary for assisting UKZN in understanding such interventions and making improvements. The study drew on 400 students’ responses to a descriptive research design questionnaire to collect data from convenience-based purposive sampling. The constructs under study were measured for reliability using Cronbach’s alpha. The results indicated that most of the students used laptops to access learning resources, followed by smartphones. Technically, the students did not express difficulties with reliable electricity supply access and university data packages, but the noted deficiencies of network coverage, internet connectivity and provision of specialised software. While the students seemed ready to engage learning tools, nevertheless improvements could be made in participating in discussion forums and working in groups. Moodle received strong support, particularly for its continuous availability and flexibility. Interestingly, the study showed that the students were digitally ready for online learning, barring some improvement areas for readiness, although wider perspectives in tracking online learning are envisaged.

Мониторинг образовательных результатов в виртуальной среде Moodle

The authors investigate the problem of monitoring learning outcomes, which contributes to improving the quality of training of university graduates. The tools of the Moodle e-learning environment to monitor learning activity of students are considered. The possibilities that Moodle services provide to the teacher to improve the quality of course resources, as well as the effectiveness of student learning are identified. The Moodle educational environment (modular object-oriented dynamic learning environment) is a free learning management system focused primarily on interaction between the teacher and students, although it is also suitable for conducting traditional distance courses, as well as supporting in-person training. The study shows that by means of Moodle, a teacher can create courses, filling them with content in the form of texts, auxiliary files, presentations, questionnaires, tests, etc. As a part of the study, the authors created an electronic training course “Fundamentals of Financial Computing” with an emphasis on the use of the interactive control and measurement complex of the development of the discipline. The monitoring of students’ cognitive potential as a component of mathematical competence was carried out. The results of pedagogical measurements are presented, which demonstrate the positive dynamics of the quality of subject education in the conditions of informatization of life spheres.

Evaluation of self-reported knowledge and understanding towards a blended research course among pharmacy students: Objective Search Literature Evaluation (OSLE) method validation

Background: The objective of the study was to evaluate the impact of classroom versus online Modular object-oriented dynamic learning environment (MOODLE)-based teaching on objective search literature evaluation (OSLE) score, as well as to validate the OSLE method for the assessment of research skills in pharmacy students. Methods: The four-station OSLE method was used to assess the performance and self-reflection at the end of each delivery mode. The students were asked to voluntarily vote for the preference of delivery mode in research courses. A hierarchical regression analysis was performed for variables predicting the “preference” for class-based teaching and/or MOODLE-based learning. Internal face and content validation were performed with students and faculty members not involved in the course teaching. External validation was performed with three professors working in different colleges in United Arab Emirates (UAE), Saudi Arabia and Qatar. Results: Thirty-five students completed the courses and showed significant improvement in self-reported reflection of pre-post knowledge and understanding. Findings suggested that 87.3% (110/126, 95%CI: 75.9 – 89.4, p < 0.001) achieved performance indicators and reported the OSLE method as an effective tool for the assessment of knowledge and understanding of research skills in pharmacy education. The predictive model suggested a strong positive effect associated with article appraisal, article application, self-reporting of knowledge and self-reporting of understating (R2 0.47, F-1.26, p < 0.001). Conclusion: The findings suggested the OSLE method as an effective tool of assessment in pharmacy education. A negative impact of MOODLE-based learning was found with self-reflection on knowledge.

TOEFL (TEST OF ENGLISH AS A FOREIGN LANGUAGE) TEST PLUGIN UNTUK MOODLE

TOEFL (Test of English as a Foreign Language) is a test used to measure a person'sEnglish proficiency. Generally, the TOEFL test is used as one of the requirements to graduateat domestic universities, to enter universities abroad, or to work in a country. In this research,the LMS (Learning Management System) was used for implement the TOEFL. LMS is anapplication system that was developed specifically to manage online class (e-learning), andshare subject matter. Moodle (Modular Object-Oriented Dynamic Learning Environment) is anLMS that is usually used in online learning activities. The results of this research that theTOEFL was successfully created as a Moodle plugin and according to the SUS (SystemUsability Scale) test that has been calculated, it got a score of 89, indicating this application hasa high level of feasibility.

UBUMonitor: An Open-Source Desktop Application for Visual E-Learning Analysis with Moodle

An inherent requirement of teaching using online learning platforms is that the teacher must analyze student activity and performance in relation to course learning objectives. Therefore, all e-learning environments implement a module to collect such information. Nevertheless, these raw data must be processed to perform e-learning analysis and to help teachers arrive at relevant decisions for the teaching process. In this paper, UBUMonitor is presented, an open-source desktop application that downloads Moodle (Modular Object-Oriented Dynamic Learning Environment) platform data, so that student activity and performance can be monitored. The application organizes and summarizes these data in various customizable charts for visual analysis. The general features and uses of UBUMonitor are described, as are some approaches to e-teaching improvements, through real case studies. These include the analysis of accesses per e-learning object, statistical analysis of grading e-activities, detection of e-learning object configuration errors, checking of teacher activity, and comparisons between online and blended learning profiles. As an open-source application, UBUMonitor was institutionally adopted as an official tool and validated with several groups of teachers at the Teacher Training Institute of the University of Burgos.

Using the Learning Management System "Modular Object-Oriented Dynamic Learning Environment" in Multilingual Education

The article aims to study the possibilities, identify features, and assess the prospects for using the LMS MOODLE system (learning management system "Modular Object-Oriented Dynamic Learning Environment") for the formation of language skills in multilingual education. The study involved two groups of respondents, comparable in gender and age: 112 linguistic students (group A) and 109 non-linguistic students studying several foreign languages (group B). The respondents' answers to the questions of a specially developed questionnaire were analyzed, which made it possible to compare the parameters of training using the LMS MOODLE platform and traditional classroom training. To determine the connotative (individual-value) attitude towards obtaining multilingual education using the LMS MOODLE platform and to identify its subjective-personal meaning, Ch. Osgood's semantic differential method was used on the basis of a seven-point bipolar scale. Linguistic and non-linguistic students assessed differently LMS MOODLE platform for multilingual education, which is associated with different motives for acquiring multilingual competence and its professional significance.

Adaptive learning in university students’ opinions: Cross-border research

Contemporary education is often based on using e-learning courses, which have become a popular means of delivering didactic material to students. Among the main advantages mentioned is the potential possibility of creating individual ways of learning and teaching. The purpose of this article is to provide a description of the various approaches to adaptive learning, to present the comparative research results of a Polish-Ukrainian study, as well as to highlight the options offered by LMS Moodle (Modular object-oriented dynamic learning environment Learning Management System) for the implementation of adaptive learning and the possibility of taking into account the expectation of students regardless of the country. During the study, an online survey was administered to 59 students at the University of Silesia in Katowice (US), Poland and 121 students at the Borys Grinchenko Kyiv University (BGKU), Ukraine between March–June 2020. All of the students were studying online due to the pandemic caused by COVID-19. The classes were conducted in synchronous and in asynchronous modes using e-learning courses in the Moodle system, as well as MS Teams for Polish students and Google Suite for Ukrainian students. At the same time, the majority of the surveyed students declared that they lack personalization, both in terms of materials and the learning process, which was limited in terms of fulfilment and they would like to have a choice of the level of study.

Blended Learning: An effective approach for Online Teaching and Learning

The present education system has been disturbed due the COVID-19 pandemic and has imposed a greater challenge on educational institutions to seek out alternative approaches in the teaching-learning process. Most of the educational institutions took several initiatives to impart education with the aid of digital technology. In Today’s world knowledge construction in students can be enhanced by combining technology with the traditional way of lecture delivery. Blended learning is a technique which integrates digital media and technology along with traditional classroom activity. It also provides more flexibility for students to customize their learning experiences. Both online and offline will complement each other by using their individual strength. This paper presents a Blended learning approach using Modular Object-Oriented Dynamic Learning Environment (Moodle) as Learning Management System (LMS) platform. Asynchronous videos were created in studios using Lightboard and uploaded on LMS and subsequent Synchronous classes were handled using the MS Teams platform. Learners Centric Blended learning model includes interactive videos, Frequently Asked Questions (FAQs), post-tests, additional study materials, Quizzes, Assignment submissions, etc. This model is effectively implemented for all the courses in our institution and is illustrated in this paper using the Numerical Methods and Differential Equations (NMDE) course at second Year Biotechnology.An online survey was conducted to understand the perception of the students about the blended learning approach through LMS. The results of feedback revealed that the blended learning approach is more flexible and provides independent opportunities for students to learn. More than 82% of the students have given positive feedback towards this technological transformation in teaching and learning. Keywords: Blended Learning, Asynchronous and synchronous mode, Online Teaching-Learning, Lightboard, Learning Management System.

Techno-pedagogical Solution to Support the Improvement of the Quality of Education in Technical and Vocational Training in Mauritania

E-learning is the most promising and fastest growing activity since the advent of the COVID-19 pandemic. Although the pandemic seems to have been eradicated in several countries of the world, it is worth mentioning that some positive cases of the covid-19 variant have been detected. This could accelerate the rate of infection again. Hence the interest generate in reinforcing the quality of distance learning platforms. Technical and vocational training (TVT) in Mauritania is based on science, technology, engineering, and mathematics (STEM) disciplines. Unfortunately, the expansion of the COVID-19 pandemic has negatively impacted the quality of education with a halt in teaching affecting 8000 students. Yet, the quality of education in these disciplines is a key factor in meeting the demands of emergence and economic growth. This paper advocates the mixed pedagogical model by proposing a techno-pedagogical solution to improve the quality of teaching and learning processes. The proposed solution combines the use of technologies such as Modular Object-Oriented Dynamic Learning Environment (Moodle) and Web Real Time Communication (WebRTC) to provide pedagogical services in a context with a limited Internet connection. In addition, we set up a signaling system to maintain direct communication between the pairs, Application Programming Interface (API) of Multipoint Control Unit (MCU) to ensure simultaneous collaboration in a peer-to-peer context, used implementations of security protocols such as Datagram Transport Layer Security (DTLS) and Secure Real-time Transport Protocol (SRTP) to secure data transport.

The Future Biology Teachers Training for the Implementation of Sustainable Development Ideas in Ecological Education

The article presents the results of the experimental study targeted at the scientific substantiation and experimental verification of the methodology of the future biology teachers’ ecological competence development. It is grounded and proved that ecological education resulting in ecological competence is an integral part of education for sustainable development. In order to integrate sustainable development education into the future biology teachers’ training, the methodology for the ecological competence development has been suggested. The methodology involves the environmentalization of the educational content and the use of a modular object-oriented dynamic learning environment. A pedagogical experiment was conducted in order to determine the effectiveness of the methodology of future biology teachers training for the implementation of sustainable development ideas in ecological education. Four hundred and twenty-seven students participated in the experimental study. Control and experimental groups of students were allocated for conducting the experiment. In experimental groups the author’s methodology was implemented. The experimental data were processed using mathematical statistics. As a result of the generalization of the results of the study, it was found that in the experimental groups, the percentage of students with high and medium levels of ecological competence increased, and with low levels – decreased compared to the control groups. This testifies to the effectiveness of the future biology teachers’ ecological competence development.

Item Selection on The Moodle-Based Computerized Adaptive Test

In this industrial era, all areas of life have been entered. There are five central issues that support performance, namely numerical physical devices, production tools, programs, interfaces, and networks. The Modular Object-Oriented Dynamic Learning Environment (Moodle) in order to support Industrial technology has been equipped with adaptive test facilities. Adaptive Moodle can be used to organize a communicative and interactive test process because of the communication features (chat, messaging, or forum). In addition, Adaptive Moodle can be used to administer online tests. Adaptive tests are tests whose quiz presentations will adjust to the user’s abilities. The results of the research that has been carried out regarding the selection of items on the Moodle-based computerized adaptive test (CAT) were obtained: (1) The Moodle adaptive test worked successfully in accordance with the research objectives, (2) Based on user responses, the selection of items on the Moodle adaptive test items had worked well for the exam, (3) The Moodle adaptive test can run according to its function, namely adaptive to the user’s ability.

САМОСТІЙНА РОБОТА У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ ФІЛОЛОГІВ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

Purpose. To consider the concept of independent work of students in terms of distance learning and to reveal the specifics of the organization of different typologies of independent work of students of philology by means of information technology training. Methodology. The influence of modern information technologies on the process of independent work of students of philological specialties is analyzed. The types of future specialists’ independent work are singled out. Findings. It is established that the independent work of students in learning a foreign language with the use of information technology can be organized as a system. The effectiveness of higher education depends on the extent and nature of the use of information technology, student involvement in independent work in distance learning, the ability to work and collaborate with teachers and classmates in a virtual learning environment, choosing the appropriate tools. Originality. Mastering a foreign language in the process of project work allows students to feel the pleasure of learning, attracts to a new culture with the help of information technology. The advantages of the project methodology are undoubtedly diversity, problems, learning satisfaction, which develops students' skills of independent work. Practical value. Using Modular Object-Oriented Dynamic Learning Environment, students have free access to information sources. This factor increases the effectiveness of independent work in higher education, opening new opportunities for self-expression and implementation of professional skills. Conclusions. Innovative learning technologies through independent work determine the end result, activate the learning process, stimulate interest, enable personal development, and as a result – increase language skills, promote mobility, initiative, creativity, independence of students in decision-making and, accordingly, competitiveness in the labor market. References 18.

Kinerja Pegawai Kecamatan Sigaluh Dalam Pembangunan Aplikasi Sigaluh Belajar (SIBELA) Di Kecamatan Sigaluh Kabupaten Banjarnegara

A village is a spearhead for the development in Indonesia. It has an important role in every aspect of the development. Moreover, a development that have direct touch and effect to the citizen. The government of Indonesia has enforced the Decree No. 6 of 2014 on The Village. It stated that village has the autonomy to run and manage their own household. One of the consequences is that the chief of the village and his/her officials have to have excellent working performance. The purpose of this research is to know the Sigaluh Sub-District officials’ working performance on the development of Sibela Application. Sibela is the abbreviation of Sigaluh Belajar. It is an application to help the Sigaluh Sub-District officials to learn. The data collection used is observation, interview and literature study. Observation was done to the 127 Sigaluh Sub-District officials. The data sampling technique used was purposive sampling method, while the research method is qualitative method. Sibela was made by using open source Modular Object-Oriented Dynamic Learning Environment (Moodle). It is commonly used by education institution as an application for long distance learning. It can be use and develop as needed. It is also an open source application under GNU license. The result of this research shows that on the development of the Sibela Application, the Sigaluh Sub-District officials have an excellent performance and team work.

Design and Implementation of i-lnhs: A Learning Management System for Lananpin National High School

Background/ Objectives: The use of technology such as Learning Management System (LMS) is helpful during the pandemic to enforce distance learning in public schools in the Philippines. The Department of Education (DepEd) introduced various formats and platforms to teachers to cope with the situation mentioned and to attain continuous learning amidst any circumstances. However, in some cases like in Lananpin National High School (LNHS) which used to implement traditional method, modernization without consideration of technological acceptability issues has reduced the influence of e-learning and the desired academic achievement. In this regard, the researchers conducted this study to find out the level of acceptability and usability of i-lnhs; a learning management system for Lananpin National High School using an e-learning platform, Modular Object-Oriented Dynamic Learning Environment (Moodle), to address the existing learning gaps. The objective of this research is to examine the implementation of i-lnhs to help the teachers and students facilitate learning and easily monitor students’ progress. Methods: This study used a descriptive and developmental research design. A questionnaire survey was used to assess teacher and student acceptance in implementation, content validity, and technological acceptability. Respondents were purposively chosen; 11 senior high school teachers and 40 senior high students. Data was obtained using Google Forms and was analyzed thereafter. Findings: The result showed that the implementation of i-lnhs in terms of functions and capability requirements, user interface and design, content validity, technical quality, and usability were acceptable to teachers and students. Therefore, the use of this technology could address the gaps of distance learning and the skepticism of teachers and students to adapt shift in learning methodology. Keywords: ilnhs; Learning Management System; Moodle; elearning; Descriptive and Developmental research design

PEMBUATAN FILE SYSTEM GLUSTERFS DISTRIBUTED- REPLICATED VOLUME DI SEKOLAH VOKASI IPB UNIVERSITY

College of Vocational IPB University (SV-IPB) uses a client-server system as an information technology architecture. The server provides several services that are used to assist the teaching and learning process at the IPB Vocational School. The application used to provide services is the Modular Object-Oriented Dynamic Learning Environment (MOODLE) which is used for e-learning. SV-IPB provides two Virtual Machines which are used as a web server and a database server. The use of a single web server to replace the request is certainly less stable because there is no web server to back it up so that the service will stop. This situation states that the use of a single web server does not have high information (high available). To overcome this problem, the cluster technology can be used to group several web servers in SV-IPB. The web server clustering technology used is the Gluster File System (GlusterFS) with the volume type used, namely Distributed-replicated volume. Based on the tests that have been carried out, this project can solve the problem that has been described earlier that "one web server is down, there is still another web server that can so that the client request process does not stop. In addition, the clustering technology used is required for the use of load balancing web servers so that it can reduce the load on each server because the request process will be sent alternately between web servers.