Modular Object-Oriented Dynamic Learning Environment Research Articles

Development of a Class Model for Improving Creative Collaboration Based on the Online Learning System (Moodle) in Korea

This study aims to develop a Modular Object-Oriented Dynamic Learning Environment (Moodle)-based online learning system and derive a class model to enhance learners’ creative collaboration capabilities. The research method for this is first to analyze the functional elements of the online learning system to enhance creative collaboration among the functions of the Moodle online learning system. Second, a class model is derived to enhance creative collaboration by applying the constructivist teaching–learning principle. Third, we conduct a verification of the effectiveness of the Moodle-based class model that was developed to enhance creative collaboration. The results of the study show that, among the functions of the Moodle online learning system, forms, real-time conferencing, reciprocal evaluation, Wiki, and blogs have the ability to enhance creative collaboration. Second, the class model for promoting creative collaboration based on a mood-based online learning system consists of self-reflections, learner-driven learning, professional learning, practical task, and the role of the processor. Third, after verifying the application effect of the Moodle-based class model for university students, a significant effect is found in the creative collaboration of university students. The results of this study suggest that: First, the Moodle online learning system should be utilized to provide learners with a variety of online learning opportunities to promote creative collaboration. Second, the teaching–learning operation manual needs to be developed later in order for the class model to be effectively implemented at the classroom site to promote creative collaboration based on the Moodle online learning system.

УПРОВАДЖЕННЯ СИСТЕМИ MOODLE В НАВЧАЛЬНИЙ ПРОЦЕС ЯК ЕФЕКТИВНИЙ ЗАСІБ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ

The development of information technology affects all spheres of life, including education. Distance learning is becoming increasingly popular as it allows young people to receive higher education even being away from the university. This form has already gained wide popularity and is used by many educational institutions from different countries. In Ukraine, distance learning is at the stage of formation and active implementation. Higher Educational Institutions (HEIs) develop effective methods and create their own courses. For the most part, such work is carried out on the basis of the Moodle system.In the view of this, the problems associated with the development of theoretical and practical issues in this direction appear to be the most relevant. At the same time, the system of distance education based on the Moodle platform is created on the basis of social constructive pedagogy, which today attracts the attention of many researchers, teachers of HEIs.The purpose of the article is to explore the benefits of using the Moodle system for learning foreign languages.The execution of this goal requires solving the following tasks:– get acquainted with researches of domestic and foreign scientists regarding distance learning;– define the concept of “distance learning”;– define the concept of “Moodle”;– introduce the development of a distance course of a foreign language for the elementary level.Distance learning is interpreted as an organization of an educational process, in which there is a purposeful direct or indirect interaction between a student (a listener) and a teacher, separated in space or in time, carried out on the basis of modern information technologies, primarily through the use of telecommunications and the Internet. The implementation of distance learning forms the basis for a system of continuous education, in which technical means and informational educational technologies enable not only to change the methodology of developing an ever-increasing amount of knowledge, but also to carry out a detailed control of the assessment and self-assessment of the learning process, to enhance the self-education of a person.The involvement of information technology in the educational process is actively considered by the teachers I. Robert, I. Bulakh, Yu. Bykov, L. Petukhov. The works of E. Polat, A. Khutorsky, R. Sharan are devoted to the problems and peculiarities of the introduction of the distance learning form. T. Koval, E. Smirnova-Trybulsk, M. Izdyliany, G. Yatsenko consider using the elements of students’ distance learning. Methodical principles of teaching a foreign language and translation disciplines using information and communication technologies (ICT), means of distance learning are examined by O. Matsyuk, A. Yankovets, L. Morskaya and others.Moodle is a Modular Object-Oriented Dynamic Learning Environment, distributed free of charge as an Open Source project (GNU GPL license) that allows you to copy, use, and modify the code. The Moodle system is designed to organize and manage learning in a networked environment using ICT. It is reliable in operation, easy to use and administrate, provides information security and its transfer from a teacher to a student, makes assessment of students’ achievements, is compatible with standard software.This academic year one distance course of a foreign language for the elementary level has been developed by the department of foreign languages number 704 of the National Aerospace University «Kharkiv Aviation Institute». Each teacher of the department has studied the principles of work in the system of Moodle and created their own element of the distance course for teaching a foreign language for elementary level students of both full-time and part-time study. Further work is aimed at developing distance courses for higher levels of foreign language learning.

Is Moodle a Platform to Decolonise the University Curriculum? Lecturers’ Reflections

This article presents the results of an interpretive case study of three lecturers teaching a physical science module. The purpose of the study was to explore the lecturers’ reflections on their understanding of the Modular Object-Oriented Dynamic Learning Environment (Moodle) as a platform to decolonise the university curriculum. Purposive, with convenience, sampling identified the three most accessible lecturers. An emailed reflective activity, one-on-one semi-structured interviews, and Moodle observations were utilised for data production. Inductive and deductive processes were used to ensure guided analysis of the produced data. The article argues that the Moodle learning management platform (LMP) has the potential to decolonise the university curriculum. The study concluded that the lecturers reflected well in all curriculum signals based on their informal, formal and personal LMPs in order to address all the needs. Consequently, the study recommends that lecturers understand the curriculum signals of each Moodle platform, before teaching and learning take place, in order to to decolonise the university curriculum.

Роль гейміфікованих вправ, створених за програмою Нot Рotatoes, у формуванні комунікативної компетентності суднових механіків

Our research deals with the use of innovation technologies in the professional training of future marine specialists, namely ship engineers. As the title implies the article describes the role of gamification activities (educational exercises in the form of a game) created with the help of the Hot Potatoes program and placed in LMS MOODLE (Learning management system Modular Object-Oriented Dynamic Learning Environment). Couple of “gamification activities” definitions are listed. The advantages of gamification activities while studying English for specific purpose are mentioned (diversify of the routine implementation of typical exercises in the educational and communicative electronic environment, increasing of motivation, prolonged term of interest in solving the problem and increasing of the probability of achieving the studying goal). The types of Hot Potatoes program gamification activities (JClose, JMatch, JQuiz, JCross, JMix, The Masher) are described. Their application in electronic courses in LMS MOODLE to study Maritime English for professional purpose is described. The elements of gamification of every created with the help of Hot Potatoes program activity are listed (points and marks, the possibility of using hints and clues, visual progress, the right to mistake, the opportunity to start the game again, game design – the presence of special buttons). It is highlighted that JClose allows teachers to create gap-filled activities with gamification elements; JMatch creates activities to match elements of two groups; JQuiz uses four types of tasks (Short answer; Multiple choice; Mixed; Alternative choice) and creates quiz; JCross creates crosswords; JMix mixes types of activities; The Masher allows to create units from the packages of the above types of exercises program automatically. The article proves that Hot Potatoes program exercises diversify the routine implementation of typical exercises in electronic courses of LMS MOODLE, increase motivation of students to study and learn English for specific purpose, extend the term of interest etc. To make further research in this field we are going to study Qedoc, Xerte and iSpring programs and the role of created with their help gamification activities in formation of the communicative competence of future marine specialists, namely ship engineers. Key words: gamification activities, LMS MOODLE, Hot Potatoes, ship engineers, communicative competence.

ИСПОЛЬЗОВАНИЕ СИСТЕМЫ УПРАВЛЕНИЯ ОБУЧЕНИЕМ (MOODLE) КАК СРЕДСТВА ПОВЫШЕНИЯ ПЕДАГОГИЧЕСКОЙ ЭФФЕКТИВНОСТИ В УСЛОВИЯХ «ИНДУСТРИИ 4.0»

The introduction of the Industry 4.0 concept influenced significantly on the development of higher education and contributed to the appearance of new effective technologies in education. Students actively use various information platforms that are necessary for the development of knowledge and skills in modern conditions. The necessity of development and improvement of new training methods causes a number of problems related to the use of the learning management system (LMS), in particular, the opposition emerges at the level of adherence to traditional teaching technologies. In this regard, the topic of adaptation of lectures to the conscious using of LMS instrument in order to increase pedagogical efficiency becomes relevant. The aim of the study is the analysis of the effectiveness of teaching activities in the context of Modular Object-Oriented Dynamic Learning Environment (MOODLE). The paper describes the features of the notion of pedagogical efficiency within the Industry 4.0 concept. The authors analyzed the educational conditions of the MOODLE learning environment and the implementation of these conditions on the part of a student and teacher. The authors identified and justified the impact of MOODLE instrument on the pedagogical effectiveness and professional identity of teaching staff. As a part of the evaluation of pedagogical effectiveness, the authors proposed the index of innovative educational technologies implementation. The paper presents the data of comparative analysis of the effectiveness of high school teachers who use and do not use LMS technologies in their activities and the analyses of students’ performance, the level of satisfaction with the course, and the students’ activity level.

Features of the use of elements of distance learning in the process of training future teachers of computer science

On today in all institutions of higher education there is an actual problem with creation of high-tech information and communication educational-scientific system. This is in line with the needs of the information society, modern achievements in science and technology, international standard. At training of future teachers of Informatics occupies an important place modular object-oriented dynamic learning environment Moodle. Moodle have free access to the management of training content, personifying "pedagogy of constructionism" and focuses on the teacher and the student under time for learning. Moodle can also be used for remote courses and support full-time and part-time (distance) learning.
 The article deals with the issue of improvement of modern approaches in organization of educational process in higher education institutions of Ukraine. Based on the experience of foreign and Ukrainian scientists was the introduction of elements of distance learning for training of teachers of Informatics. The basic concepts are analyzed distance learning, compared with traditional forms of education.
 The advantages and disadvantages of using the remote control system are considered training on the basis of Melitopol state pedagogical University named after Bogdan Khmelnitsky. Based on experience, various aspects are described the use of SDN in professional activities. Much attention is paid to authorization of students in the LMS and online course. Work is considered in edit mode, which allows you to make a variety of edits to the VTS. It registration of new listeners in the system and creation of new categories, subcategories, courses, development of lecture, practical material, work with a forum that allows course participants to communicate with the teacher and with the other listener. Learning process using distance learning technologies based on distance learning classes in synchronous or asynchronous modes.

Virtual Learning Environment for Dermatology Education

This article was migrated. The article was not marked as recommended. The electronic resources available for educational use have rapidly developed in recent years, thus increasing the use of new assessment and evaluative pedagogical models. Pre- and post-course testing using a virtual learning environment (VLE) can be useful for analyzing student learning, as well as for evaluating the course itself. This study aimed to identify and evaluate the use by the students of a VLE assessment model as part of a dermatology course at the School of Medical Sciences (SMS) - UNICAMP and to evaluate the course itself.The research sample included 145 students who were enrolled in the medical degree program in 2015 and 2016. The data was obtained using the Modular Object-Oriented Dynamic Learning Environment (MOODLE) platform, an identification tool containing 10 questions called "Knowing You" and a bank of 80 multiple-choice questions with a similar level of difficulty that had been previously analyzed by residents and dermatology professors. Evaluations were conducted before the beginning of the module (pre-test), shortly after the dermatological practicum (post-test) and at the end of the module (final test). Among the students invited to participate in the study, 81.38% responded to the "Knowing You" questionnaire, and the majority of students displayed good or reasonable knowledge of technology and preferred to study alone at night. Only 2.6% of the students used the VLE. During the assessment step, 50.34% of the participants completed all three tests. The post-practicum test scores were higher than those of the final-module test, which in turn were higher than the pre-module test scores. The analysis was adjusted for the groups in regard to the completion time of the partial post-practicum test. Varying time did not influence the test results among different classes (p=0.7456) or among other groups (p=0.9073).The method enabled the creation of tests with a similar degree of difficulty as no significant difference was observed between the groups and students. We observed that few of the students in the medical course at SMS - UNICAMP used the VLE and that the system of assessment was useful for documenting the module learning.The results also induced changes in the learning model used in the discipline of dermatology, with the goal of better knowledge retention by the end of the module. Therefore, it may be beneficial for students, professors, educational institutions, and development agencies to re-examine their use of VLEs in dermatology education. Questions submitted by dermatology professors from other well-recognized medical schools can be added to the question pool. Thus, this method can also allow for an external evaluation of the discipline or the school.

SPADA: Online learning between universities of PGRI Indonesia

The blended learning model is a learning that uses online facilities combined with face-to-face learning (synchronous learning-asynchronous learning). The purpose of this research is to develop online learning that can be used by two PGRI universities in Indonesia as an online learning media. This research applies research and development method 4D Thiagarajan (Define, Design, Develop, and Disseminate). Data analysis technique used is descriptive qualitative data analysis. The result of this study is an online learning system that can be used by Universitas Kanjuruhan Malang and Universitas PGRI Madiun in Basic Physics course. This system uses the MOODLE (Modular Object-Oriented Dynamic Learning Environment), therefore it has the advantage that it is easy to use by all lecturers.

Exploring different types of interaction on collaborative learning in online platforms

We are immersed in the era of online and mobile networks. The development of collaborative studies in learning has led to a renewed interest in the field of online education. There is a need for collaborative learning that promotes student's diverse interactions in online platforms. This study investigates the two types of interaction (social, learning) and student's interaction knowledge building level in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object-oriented dynamic learning environment (Moodle), were used as mobile and online collaborative learning settings. Seventy-eight college students in China majoring in information engineering participated in the experiment. The following findings were determined by the method of content analysis: 1) the study showed that Moodle is more suitable for learning interaction, while the WeChat platform is more suitable for social interaction; 2) a shallow level of ...

Exploring different types of interaction on collaborative learning in online platforms

We are immersed in the era of online and mobile networks. The development of collaborative studies in learning has led to a renewed interest in the field of online education. There is a need for collaborative learning that promotes student's diverse interactions in online platforms. This study investigates the two types of interaction (social, learning) and student's interaction knowledge building level in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object-oriented dynamic learning environment (Moodle), were used as mobile and online collaborative learning settings. Seventy-eight college students in China majoring in information engineering participated in the experiment. The following findings were determined by the method of content analysis: 1) the study showed that Moodle is more suitable for learning interaction, while the WeChat platform is more suitable for social interaction; 2) a shallow level of interaction knowledge building is present in Moodle and WeChat. The findings presented in this study could serve as the basis for future research in blended collaborative learning.

Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers

ABSTRACTThe purpose of this article is to analyse teachers’ perceptions of using the modular object-oriented dynamic learning environment (Moodle) platform as a learning management system in a small-scale blended learning (b-learning) Advanced Certificate in Education (ACE) programme for in-service secondary school mathematics teachers in South Africa. It describes how the Moodle platform was used in combination with on-campus and later off-campus contact sessions for a widely dispersed population of 76 in-service mathematics teachers over a four-year period. Qualitative data was gathered by means of a questionnaire with open-ended items, while quantitative data was gathered from the centre's archives. The main findings were that Moodle enabled in-service teachers to experience social, cognitive and teaching presences, through synchronous and asynchronous discussions with peers and facilitators, and a teaching presence by submitting their inquiries and assignments online for facilitators to provide them with answers and feedback. The main obstacles to the integration of Moodle were limited availability of technology, slow speed, and unaffordable cost when available. With increased broadband connectivity Moodle holds the prospect for diversifying b-learning experiences that can support teachers’ professional learning outcomes and throughput for distributed populations of practising mathematics teachers, in particular.

Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments

Current and emerging technologies enable Open Distance Learning (ODL) institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted / Aided Assessment (CAA) systems through intelligent assessment and feedback systems. E-Assessment (electronic assessment) connotes using electronic technology and tools to design and administer assessments, collect and store students’ assessment evidences, grade performance, provide feedback and generate reports. The widely recognized advantages of e-Assessment over traditional, paper-based assessment include: lower long term costs, instant feedback to students, greater flexibility with respect to location and timing, improved reliability with machine marking, improved impartiality, and enhanced question styles that incorporate interactivity and multimedia. The advent of Learning Management Systems (LMS), such as Moodle (Modular Object-Oriented Dynamic Learning Environment) paved the way for integrated advanced services for: interactive dialogue, controlling knowledge at different stages of distance process and e-Assessment systems. Moodle provides the complete integrated environment for handling all aspects of e-Assessment from authoring questions through to reports for course teams (Butcher, 2008). This study explores how Moodle functionality: supports diagnostic, formative, summative and competency-based assessments and facilitates ODL institutions design, administer and manage e-Assessments.

Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning

BackgroundBlended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning.MethodsThe same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP.ResultsEducational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001).ConclusionsThis educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.

Local Lecturers, International Students and Their Linguistic Compatibility

The aim of this study is to compare the linguistic proficiency levels of lecturers and students, using an online lecture passage dictation as an anchor item between the two tests developed for students and lecturers. The article also reports on the use of the said dictation as a means of the assessment justification (Bachman, 2013) of the proficiency test offered via at a University in Latvia Moodle (Modular Object-Oriented Dynamic Learning Environment) system (Online 1), making the test available in different parts of the world. The main finding is that the lecturers and their students’ language proficiency is comparable when using Gary Buck’s (2001) and Common European Framework of Reference (2006) frameworks of phonological, orthographic, lexical, syntactical and discourse competence levels.

DEVELOPMENT OF COMPETENCES IN THE USE OF THE ICT IN BASIC EDUCATION TEACHERS

The study of the training of Basic Education teachers and the development of their technological competencies in this era called "The knowledge society" is a prevailing necessity, so this research aimed to identify the training needs of teachers An institution of basic education, belonging to the private sector of the State of Yucatan in the use of Information and Communication Technologies (ICT). The methodology used was based on the mixed approach (quantitative and qualitative), this allowed to perceive in an integral way the real situation of the teachers in the use and training in the ICT area. In the first phase of the study, a needs assessment was carried out, which was used to design and develop a Blended Learning (B-learning) course in the Modular Object Oriented Dynamic Learning Environment (MOODLE). The second phase was worked out the structure and logistics for its implementation; And finally, the results were analyzed and the conclusions were established. And finally, the results were analyzed and the conclusions were established. Among the important findings it was found that theory and practice are elements that must be worked together, simultaneously, in a way that they assist one another in the training course in the use of ICT. This way, an atmosphere of security and confidence is generated between the teacher and the student during their learning process.

Pengaruh Modular Object-Oriented Dynamic Learning Environment (Moodle) Terhadap Hasil Belajar Siswa Pada Materi Sistem Pencernaan Manusia di Kelas VII MTsN Cikatomas

The purpose of this research was to determine the influence of Modular Object-Oriented Dynamic Learning Environment (MOODLE) to student result learning outcomes in the human digestive system in 7th grade MTs N Cikatomas. This research was conducted in September to November 2014 in MTs N Cikatomas Tasikmalaya. Research method used the true experimental with the population was from all classes on 7th grade as many as 5 classes with the number of students as many as 186 students. The sample was used are 2 classes that selected by the cluster random sampling technique. To measure learning outcomes used 40 questions learning outcomes instrument. Technique of analyzing the data in this research using t-test with significant level α = 0,05. Based on data analysis and hypothesis testing be concluded that there is influence of Modular Object-Oriented Dynamic Learning Environment (MOODLE) to student result learning outcomes in the human digestive system in 7th grade MTs N Cikatomas.

The development of a learning management system for dental radiology education: A technical report

PurposeThis study was conducted to suggest the development of a learning management system for dental radiology education using the Modular Object-Oriented Dynamic Learning Environment (Moodle).Materials and MethodsMoodle is a well-known and verified open-source software-learning management system (OSS-LMS). The Moodle software was installed on a server computer and customized for dental radiology education. The system was implemented for teaching undergraduate students to diagnose dental caries in panoramic images. Questions were chosen that could assess students' diagnosis ability. Students were given several questions corre-sponding to each of 100 panoramic images.ResultsThe installation and customization of Moodle was feasible, cost-effective, and time-saving. By having students answer questions repeatedly, it was possible to train them to examine panoramic images sequentially and thoroughly.ConclusionBased on its educational efficiency and efficacy, the adaptation of an OSS-LMS in dental school may be highly recommended. The system could be extended to continuing education for dentists. Further studies on the objective evaluation of knowledge acquisition and retention are needed.

A Survey of Students’ Perceptions on Online Assessment in the Modular Object-Oriented Dynamic Learning Environment (MOODLE)

A Survey of Students’ Perceptions on Online Assessment in the Modular Object-Oriented Dynamic Learning Environment (MOODLE)

You Are Not Logged In: Context and Interpersonal Meaning of Instructions and Links in a typical Learning Management System

It is common knowledge that the incorporation of Learning Management Systems (LMS) in ESL/EFL instruction has enhanced learners understanding of the language just as it has helped teachers in monitoring students’ progress. However, the use of these eLearning platforms can be quite challenging for EFL learners who are yet to be proficient in the English language. This is because all course information and instructions are offered in the language. Following the notion of context and language metafunctions by Halliday (1985) and his followers, analysis of some linguistic expressions in typical learning management systems is conducted. I show how context and interpersonal meanings are established, and how they can enhance learners’ comprehension of information and instructions. The linguistic expressions used as data are sourced from student-specific pages of the web-based Learning Management System (Blackboard) and the Modular Object-Oriented Dynamic Learning Environment (Moodle) as adapted in colleges and institutes in Saudi Arabia.

APPLICATION OF “MOODLE” E-LEARNING SYSTEM IN TEACHING LANGUAGE FOR SPECIFIC PURPOSES

The article presents the development experience of online computer-assisted learning package based on modular object-oriented dynamic learning environment (MOODLE) that is designed to teach a foreign language for specific purposes in non-linguistic university. The developed package allows enhancing the teaching process by creating optimal conditions to realize the principles of teaching differentiation and individualization and also by stimulating the students’ motivation to learn the language through various methods and kinds of teaching tasks.