Moodle Learning Research Articles

Implementing Artificial Intelligence Chatbot in Moodle Learning Management System

Learning Management System (LMS) is a software application or web-based technology that is used to develop, implement, and evaluate a specific learning process. KYP has implemented an e-Learning Management System (e-LMS) using Moodle since early 2021. The main features already implemented in this e-LMS is course details and it should also support the communication process between lecturers and students where currently, the KYP e-LMS lack of. Usually, students will ask the same question to their lecturer in person and cause the lecturer to have to give the same answers repeatedly. This results in a waste of time for both parties in answering and receiving answers. To overcome the problem, there is a need to replace the manual way of getting answers to any kind of academic or course related questions repeatedly. The main objective of the project is to develop an intelligence Chatbot which can help students finding academic related information without the need to ask their instructors or spent more time browsing menus in e-LMS. E-LMS has been developed based on Rational Unified Process (RUP) approach. In this project, the Moodle system is fully implemented by integrating with Kommunicate, one of the Cloud software and Dialog Flow, which is a chatbot plugin system connected with Google Could Platform. An AI Chatbot able to interact with students and can provide answer to students' queries instantly despite of the place, date and time zone of the student as well as enhances interaction which provides a feel of support to the students.

Rancangan Plugin Multiplayer Game MOODLE Learning Management System (LMS) berbasis WebSocket pada Google Cloud Server yang Berspesifikasi Rendah

With increasing needs for online or online learning and teaching activities, educational institutions need solutions for hosting their data online. The available options include building their own data center or renting a Virtual Private Server (VPS) service that is widely available. Considering the high setup and maintenance costs, many institutions choose VPS rental options such as Google Cloud Server. Moodle Learning Management System (LMS) is one of the most affordable and open-source online learning software solutions for low-cost servers. This paper will discuss the design and implementation of the Moodle Plugin that utilizes WebSocket technology to accommodate the interactive learning process with Multiplayer Games. The result of the study reports that the plugin can accommodate and simulate an increase of 1% in CPU per 15 connections and an increase of 2MB per 15 connections. Which concluded still an affordable solution for low-cost servers for real-time connection.

The impact of extreme weather on student online learning participation

In March 2020, the COVID-19 pandemic forced over 1 billion learners to shift from face-to-face instruction to online learning. Seven months after it began, this transition became even more challenging for Filipino online learners. Eight typhoons struck the Philippines from October to November 2020. Two of these typhoons caused widespread flooding, utilities interruptions, property destruction, and loss of life. We examine how these severe weather conditions affected online learning participation of Filipino students pursuing their undergraduate and graduate studies. We used CausalImpact analysis to explore September 2020 to January 2021 data collected from the Moodle Learning Management System data of one university in the Philippines. We found that overall student online participation was significantly negatively affected by typhoons. However, the effect on participation in Assignments and Quizzes was not significant. These findings suggested that students continued to participate in activities that have a direct bearing on their final grades, rather than activities that had no impact on their course outcomes.

Pelayanan Pendidikan yang Prima Melalui Learning Management System (LMS) Berbasis Moodle untuk Mewujudkan Sekolah Efekitf pada Masa Pandemi Covid-19 di SMP Negeri 1 Kebumen

The aims of this study were (1) to describe and analyze excellent educational services through the Moodle-based Learning Management System (LMS) at SMP Negeri 1 Kebumen and (2) to find out the impact and results for creating an effective school during the Covid-19 pandemic.
 The research method used is a qualitative research method. Sources of data used are informants, namely principals, teachers, students, and parents of students as well as documents. Data collection methods used are observation, documentation, and interviews. Data analysis used descriptive qualitative techniques, with the validity of the data using triangulation of data collection techniques and sources.
 Excellent educational services through the Moodle-based Learning Management System (LMS) at SMP Negeri 1 Kebumen with steps (1) planning, by forming a work team, preparing Standard Operating Procedures (POS), preparing facilities and infrastructure, and preparing development instruments, (2 ) dissemination and capacity building for teachers and administrators, students, school committees and student guardians, (3) implementation trials, (4) implementation, and (5) monitoring, evaluation and follow-up. The application of the Moodle Learning Management System (LMS) at Kebumen 1 Public Middle School can create an effective school, which is characterized by (1) efficient use of inputs, (2) effectiveness of implementing learning and management of education, both planning, outreach, testing, implementation, and monitoring, evaluation, and follow-up), (3) output productivity, namely learning and management of education that is accountable, and (4) outcome relevance, namely implementation, involvement, and student satisfaction in Learning From Home (BDR).

Comparing Synchronous and Asynchronous Learning Environments during Process of Learning German as A Third Language in Terms of Enhancing Students' Metacognitive Awareness

The present study dealt with exploring to what extent asynchronous virtual learning environment (ASVLE) and synchronous virtual learning environment (SVLE) enhance students' metacognitive awareness in L3 German learning process. During a five-week intervention, the students of the experimental group were taught L3 German synchronously through the BigBlueButton web conferencing system. In contrast, course notes, video-recordings were shared on Moodle Learning Management System (MLMS) asynchronously with those of the control group. The study was conducted on 72 undergraduates and assessed based on the pre-and post-tests of the Metacognitive Awareness Inventory (MAI) and semi-structured interviews. The findings indicated that SVLE improved the MAI scores of students in the experimental group. In addition, the findings obtained from the interviews revealed that the interaction between student-instructors in SVLE increased the students' motivation and engagements into the courses compared to ASVLE. As for ASVLE, there was no evidence about the enhancements of the students of control group in terms of metacognitive awareness before and after intervention. Transactional distance and poor quality of the relationship between students and instructor caused students to give up learning L3 German.

Analysis of modern systems for electronic control of knowledge of future specialists of pharmaceutical profile based on moodle: problems and prospects of improvement

Development of methodological and axiological settings that contribute to the effectiveness of modern systems of knowledge control of pharmaceutical students in the system Moodle. The synergetic philosophical-scientific method was applied to provide a versatile consideration of the problems of using distance learning format. Demonstrated the active use of the Moodle learning environment by pharmacy students of these institutions of higher education. Elements, by means of which knowledge control was carried out, confirmed its effectiveness, since the results of knowledge assessment of students conducted in Moodle mostly coincided with the examinations and qualification examinations (in particular, KROK). Among the key guidelines, we note openness, implying the comprehensibility of tasks; dynamism, providing the possibility of changing or adjusting control tasks; the educational and pedagogical value of control forms, forming an effective system of assessment of knowledge and skills of students; compliance with moral and psychological standards when conducting control in the distance learning system Moodle. Prospects for further research we see the creation of an international unified system of control of the relevant branches of knowledge (in our case - pharmaceutical specialty) based on the initial environment Moodle.

Undergraduate Students’ Perceptions of the Use of Moodle Learning Management System in Usmanu Danfodoyo University, Sokoto

This study investigated the undergraduate students’ perceptions of the use of Moodle learning management system in UsmanuDanfodoyo University, Sokoto. The study adopted descriptive survey design. The population of the study include all the undergraduate students from the University. Target population include all the 9200 students from the Faculty of Education and Extension Services. A sample of 370 students was selected as guided by the Research Advisors (2006) model for determination of sample size. A researchers’ structured instrument titled “Questionnaire Measuring Students’ Perception of the Use of Moodle for Learning” (QMSPUML) was used for data collection. To ascertain the reliability of the instrument, a pilot study was conducted and an index of 0.89 was obtained. Results from the study revealed that the undergraduate students had positive perceptions of the utilization of Moodle LMS. It was also found that some of the problems associated with the use of the platform for learning include inconsistency of power supply, technical and psychological issues. The study concluded that since the students perceived the LMS positively, it is crucial for the University to improve its ICT capacity and make available to students all necessary supports and facilities they need to excel academically.

Undergraduate Students’ Perceptions of the Use of Moodle Learning Management System in Usmanu Danfodoyo University, Sokoto

This study investigated the undergraduate students’ perceptions of the use of Moodle learning management system in UsmanuDanfodoyo University, Sokoto. The study adopted descriptive survey design. The population of the study include all the undergraduate students from the University. Target population include all the 9200 students from the Faculty of Education and Extension Services. A sample of 370 students was selected as guided by the Research Advisors (2006) model for determination of sample size. A researchers’ structured instrument titled “Questionnaire Measuring Students’ Perception of the Use of Moodle for Learning” (QMSPUML) was used for data collection. To ascertain the reliability of the instrument, a pilot study was conducted and an index of 0.89 was obtained. Results from the study revealed that the undergraduate students had positive perceptions of the utilization of Moodle LMS. It was also found that some of the problems associated with the use of the platform for learning include inconsistency of power supply, technical and psychological issues. The study concluded that since the students perceived the LMS positively, it is crucial for the University to improve its ICT capacity and make available to students all necessary supports and facilities they need to excel academically.

Using Machine Learning to Predict the Low Grade Risk for Students based on Log File in Moodle Learning Management System

Using Machine Learning to Predict the Low Grade Risk for Students based on Log File in Moodle Learning Management System

Application of The Cognitive-Technological Approach for Creating Online Courses on Digital Technologies for Teaching Staff

Purpose of research. The revision and updating of approaches to the development of conditions and means for the implementation of advanced training programs for teachers in digital technologies in distance learning mode seems today to be an urgent and significant direction of scientific and pedagogical activity for the modernization of the system of additional postgraduate education in the Russian Federation. Training in such programs, as a rule, takes place on the basis of learning management systems in the format of online courses. The focus of this work is the problem of developing complex online courses, and not separate sets of digital didactic tools.The purpose of the study is to present the essence of the cognitive-technological approach and describe the most significant features of online courses on digital technologies for teaching staff developed on its basis.Materials and methods. The study has been conducted since 2018 based on the Regional State Autonomous Institution of Additional Professional Education “Krasnoyarsk Regional Institute of Advanced Training and Professional Retraining of Educators” and is devoted to solving the problem of improving the effectiveness of online training of teaching staff within the framework of advanced training programs in digital technologies.The working hypothesis of the study is the assumption that improving the effectiveness, satisfaction and providing conditions for the personification of teaching staff at advanced training courses in digital technologies can be provided if they are designed and developed on the basis of a cognitive-technological approach.Based on the analysis of scientific and pedagogical sources and the subsequent synthesis of cognitive and technological approaches existing in the didactic theory, the authors identified the key and most significant features that should be present in modern online courses on digital technologies for educators.Results. From a theoretical point of view, the paper describes the key characteristics of the cognitive-technological approach that define consolidated requirements for the description of goals, content, structure and conditions for the implementation of additional professional educational programs for advanced training created on its basis. From the perspective of practice, the paper presents possible ways to implement these requirements in online courses hosted in learning management systems (using the example of Moodle capabilities). An example of an online course on key digital competencies of teaching staff developed in this way is shown.Conclusion. The provisions described in the paper substantiate the need to find ways to improve the design technologies of advanced training and retraining programs focused on personification, high performance and conditions of the digital environment. The proposed characteristics, features and an example of the application of the cognitive-technological approach allow the implementation of such programs in the Moodle learning management system.The information presented in this paper may be of interest to teaching methods specialists designing additional professional educational programs for teaching staff; for developers and teachers of advanced training courses in digital technologies and their potential learners; for researchers in the field of digitalization of education.

PERSEPSI SISWA TERHADAP PEMBELAJARAN MATEMATIKA SECARA DARING DENGAN MENGGUNAKAN LMS MOODLE SELAMA PANDEMI COVID-19

The significant influence of the Covid-19 pandemic on the education sector has changed the learning process from face-to-face to online learning. One of the tools used in optimizing the online learning process is the Moodle Learning Management System (LMS). Students' perception of moodle becomes data that is analyzed and interpreted during online learning of mathematics. There are 18 question items distributed via google form using a semantic differential scale of 1-7. Several aspects are examined from the questionnaire, including affective, cognitive and behavioural elements to students in SMP X, data analysis technique by calculating the average of each statement item with the criteria of an average score of <5 Negative response and an average score of 5 then the indicator has a positive response. In addition, the total percentage of students who fill out each indicator is also analyzed to compare the proportions. The data obtained from this study include the affective element of students choosing the benefits of LMS Moodle on a scale of 5-7 by 76%. From the cognitive element of students' perceptions, from 5-7, as many as 68% of students were motivated to learn to use the Moodle LMS during the Covid-19 pandemic. And from the behavioural aspect, 82% of students choose from a scale of 5-7 they choose the emergence of learning independence when using this Moodle LMS.

Reducing cognitive load during video lectures in physiology with eye movement modeling and pauses: a randomized controlled study.

Lectures constitute a basic component of physiology instruction in scientific and healthcare curricula. Technological progress has allowed a switch from face to face to video lectures, yet there is no evidence of video efficacy in physiology. Because videos increase the cognitive load during a learning task, identifying tools that decrease students' cognitive load during video lectures is critical. Segmenting videos with pauses and inducing joint attention with eye movement modeling examples (EMME) could reduce the cognitive load and improve second-year medical students' learning in physiology video lectures. Second-year medical students were randomized into four groups [EMME + pauses (EMME+P), EMME without pause`s (EMME-NoP), pauses only (NoEMME+P), and no EMME and no pause (NoEMME-NoP)], took pretest quizzes, watched a renal physiology video lecture, and answered a cognitive load questionnaire and posttest quizzes on the Moodle learning management system. Student prior knowledge was assessed by a pretest, and learning gains were assessed by the difference between posttest and pretest scores. One hundred ninety-five students completed the experiment. Pauses improved learning gains (P < 0.01) but not EMME (P = 0.11). Student prior knowledge has several interactions with other variables: low-prior knowledge students obtained better learning gains (P < 0.001) and high-prior knowledge students had lower learning gains with EMME (P < 0.05). Our study shows the potential role of tools designed to reduce students' cognitive load during a renal physiology video lecture and the critical need for empirical validation of pedagogical solutions that are adapted to the specificities of physiology lectures.

Enablers and Barriers of Blended Learning in Faculty Development.

IntroductionOnline learning provides a ubiquitous and self-paced learning experience, while face-to-face learning encourages commitment in a prescheduled formal instruction. Blended learning (BL) combines these two mediums and provides flexible learning opportunities. While faculty development programs have utilized these two mediums separately, BL has not been fully implemented locally until recently. Identifying elements that enable or hinder faculty within a newly implemented BL program can enhance the learning experience and support professional development. The current study aims to identify how junior and senior faculty members of medical departments at a Turkish university perceive enablers and barriers in a new BL faculty development program.MethodsThis research is a multiple case study with qualitative inquiry using in-depth interviews and thematic analysis. Using a BL approach, the research team designed faculty development activities based on the Four-Component Instructional Design model. Participants accessed the activities on a Moodle learning management system. Faculty experiences in blended faculty development were examined. The study group consisted of 26 participants, with 14 junior faculty in case 1 and 12 senior faculty in case 2 from different medical departments at a Turkish university. Data were collected and analyzed using qualitative methods.ResultsThis study identified enablers and barriers within a BL faculty development program. While participants identified three barriers, they identified eight enabling elements in a BL program. A lack of time was the most critical barrier to participation in the program. Setting goals for personal development and obtaining skills in teaching were essential enablers within the BL program.ConclusionThe use of an online platform to support face-to-face faculty development programs is beneficial in several ways for faculty. Faculty developers can utilize BL to foster engagement and motivate faculty for increased participation, especially if they seek to mitigate known barriers to a successful BL program. Online communication and activities are suggested to develop communities of practice in the workplace. Strategies to eliminate workload and provide guidance on time management are required for both junior and senior faculty.

Moodle Learning System as an Effective Tool for Implementing the Innovation Policy of the University

The current study examines Moodle learning management system as an effective tool for implementing the innovation policy of the university. For this, the following methods are employed: (1) monitoring of the Best Global Universities 2020 ranking results in the context of Moodle web-analytics; (2) evaluation of advantages attributed to innovative education; (3) survey of students and teachers aimed at assessing their perceptions toward the use of Moodle. The conducted study revealed that the current focus of the world’s leading universities is set on online learning, in particular, carried out by means of innovative learning platform Moodle. Feedback regarding the quality of education in the Moodle environment received from the parties directly related to the educational process has provided an insight into the effectiveness of innovative education. The collected results can be useful for the integration of Moodle into university education and innovative learning promotion to create a space for competitive and high-quality instruction.

E-politeness in student requests to faculty: А view from a regional Russian university in the midst of a pandemic

This paper explores pragmalinguistic strategies in the Russian language student requests made to faculty via email and Moodle learning management system (LMS) at Chelyabinsk State University, Russia, from March 2020 to March 2021, in the period of the COVID-19 pandemic restrictions. Drawing from the sample and a questionnaire, we focus on the type of request and its level of imposition, as well as the internal and external modification, following a modified Cross-Cultural Study of Speech Act Realization Patterns framework. The reported case study shows that students use LMS for making requests for action, and resort to email to request information. External modification is a dominant strategy used to mitigate the impositive force of the requests in the sample. LMS requests tend to be concise and directed at ‘getting stuff done’ with minimal mitigation strategies. This may illustrate a lack of essential pragmatic competence on the students’ part and be connected to the normalisation of a telegraph-style communication.

EFFECTIVENESS OF ONLINE TESTING IN GENERAL ENGLISH UNIVERSITY COURSE FROM TEACHER AND STUDENT PERSPECTIVES

With most switching to distance education due to the pandemic caused by COVID-19, the efficacity of assessment is a major concern. The research was aimed to analyze how Moodle learning management system (LMS) can be applied to online language testing, study the effectiveness of online testing and compare the students’ and teachers’ attitude towards online testing in General English university course. Online tests were administrated as a synchronous component of the distance learning to 857 first-year bachelor’s degree students of “Kyiv-Mohyla Academy” (Ukraine) by 20 teachers during the 2020-2021 academic year. A mixed research design was employed, which involved collecting data using an online questionnaire completed by students and teachers anonymously as Microsoft Forms; Excel spreadsheets were used for the analysis afterward. A quantitative descriptive study was conducted to evaluate the students’ and teachers’ satisfaction with online testing. The expert evaluation method was prioritized to define the expediency of the effectiveness of the online test by the specified criteria and indicators based on the judgments expressed by 7 experienced teachers who are competent in test design. In addition, Pearson’s correlation coefficient was calculated to compare the results of an online test and oral exam. The qualitative research method allowed to analyse and interpret data of the experimental learning. Based on the results of our study, we can conclude that different types of Moodle LMS questions can be successfully applied to online language testing as part of course assessment at the university level. The paper argues that online language testing can be effective and relevant to course objectives from both students’ and teachers’ perspectives with positive washback on education. The results of the study can be employed by university teachers for language course design both for distance and blended learning.

PENERAPAN MEDIA PEMBELAJARANMOODLEUNTUK MENINGKATKAN HASIL BELAJAR MATA PELAJARAN TEKNOLOGI PERKANTORAN PADA SISWA KELAS X OTKP SMK NEGERI 1 WONOGIRI

&lt;p&gt;&lt;em&gt;The purpose of this study was to determine the application of MOODLE learning media can improve learning outcomes in office technology subjects in class X OTKP SMK Negeri 1 Wonogiri.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;This research is a Classroom Action Research (PTK) which is carried out in two cylces with stages consisting of planning, implementing, acting, observing, and reflecting. The research subjects were students of class X OTKP 2 SMK Negeri 1 Wonogiri, totaling 36 students. Types of data include&lt;/em&gt;&lt;em&gt; primary data, namely data directly obtained from research subjects, and secondary data, namely supporting data in the form of books, documents, and archives&lt;/em&gt;&lt;em&gt;. Sources &lt;/em&gt;&lt;em&gt;of data include informants, namely students, the place is SMK Negeri 1 Wonogiri and the event is the learning media MOODLE&lt;/em&gt;&lt;em&gt;, documents and archives, namely syllabus, lesson plans, and assessmet books. Data collection techniques are tests with post test questions, practical questions and non test with observation, interview, questionnaires, and documentation. Data validity techniques using triangulation of sources and methods. Data analysis used critical analysis techniques and comparative descriptive.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;The results showed that the application of MOODLE learning media can improve learning outcomes in office technology subjects from pre cycle to cycle I, and from cycle I to cycle II. The average cognitive score per cycle increased from 65,97 to 79,31 and 84,03. The average affective value also increased from 67,78 to 76,38 and 84,86. The psychomotor scores increased from70,97 to 79,58 and 84,86. The percentage of pre-cycle completeness is still low, namely the cognitive 30,6%, affective 16,67%, and psychomotor 47,72. A significant increase in learning outcomes occured in the first cycle, namely the cognitive value with a percentage of 77.78% completeness, 66.67% affective, and 69.44% psychomotor although it was still not optimal. The implementation of cycle II causes a very significant increase in learning outcomes, namely the cognitive value with a percentage of 91.67%, affective 86.11%, and psychomotor 91.67% so that learning outcomes are optimal.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt; &lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Keywords: MOODLE learning media, learning outcomes&lt;/em&gt;&lt;/strong&gt;&lt;/p&gt;

How to... train your skills goes digital! A project report on the development and implementation of practice-oriented digital student tutorials.

Objective: This project report outlines the development and implementation of digital tutorials (“How to... train your skills goes digital!”) by peer tutors (TUTs) based on previously established in-person tutorials, as well as the subsequent combination of both approaches. The TUTs' objective, in spite of corona-related restrictions and strict hygiene requirements during the pandemic, was to provide fellow students with the opportunity to learn, practice and reflect on clinical-practical skills.Methodology: In a collaborative undertaking, the TUTs first analyzed the learning objectives of the in-person tutorials in order to be able to design content-matched digital tutorials without entirely abandoning the practical aspect. The Moodle learning management platform was selected as the appropriate tool for delivery of the relevant theoretical knowledge. Practical exercises are embedded in the digital tutorials during online meetings. The participants (PTs) create their own models in the sense of a home skills station based on instructions provided via Moodle. Acceptance was systematically documented via questionnaires.Results: The digital tutorials were well accepted by the PTs (n=64). Evaluation (response rate: 37.5%) outcomes were consistently positive. Both course implementation and the PTs' own progress were rated “good” to “very good”. Nevertheless, the PTs do not yet feel well-prepared to carry out the various activities practiced independently.In the winter semester of 2020/21, the in-person tutorials were also reintroduced in a combined format. The marked demand for the tutorials may indicate the PT preference for practice on the simulation center models.Conclusion: The systematic combination of digital and in-person tutorials using the flipped classroom approach would appear to make sense in the long run. The effectiveness and sustainability of this approach in comparison with in-person tutorials only should be further investigated.

Development of Moodle-based Physical Education Learning Media in Junior High Schools During the Pandemic

The occurrence of the COVID-19 pandemic has had a major impact on education in Indonesia. Various efforts were made to attract students' interest in learning, one of the efforts made by the teacher was learning media with the aim that students were able to understand the lesson. Therefore, there is a need for a new idea to improve the quality of education during this pandemic. The purpose of this study was to determine the effectiveness of the Moodle learning media application as a means of learning sports for junior high school students during a pandemic. After seeing the results of the activities above, it is necessary to have varied learning to increase the literacy level of students. The results of this study showed an increase in students' knowledge at the time of the post-test 68% increased to 88% after the post-test data was obtained.

Development of research capacity of a future social pedagogue in the face of digital technologies.

The aim of this article is to theoretically and practically justify the development of a future social pedagogue’s research capacity in the context of digital technologies. Practical implementation of a model for building social pedagogues’ research capacity within the framework of an online educational course can provide effective training of pedagogues in a digitalized educational environment and ensure a high level of pedagogical excellence. Approbation of the model was carried out on bachelor students majoring in Social Pedagogy and Self-Knowledge and taking an online Scientific Research Organization and Planning course in the Pavlodar Pedagogical University (Kazakhstan). The course was held from September to December 2020 on the Moodle learning platform, one of the most popular for the purposes of e-learning. The communication part of the course was supported by the social networking features of Facebook. In total, the educational experiment encompassed 52 students. Their thorough examination enabled the conclusion that research capacity brings proficient results in creative, innovative, communication, leadership, pedagogical, and digital activities, and thus remains an important component of pedagogical excellence. Thus, it can be stated that the integration of digital tools and platforms, along with the creation of multimedia learning content and the introduction of research methods and structured research practice into the students’ education, allows for an effective research learning practice. The results of the students’ end-of-course survey identified factors that had a significant influence on the effectiveness of research activities in online learning, namely the quality of the digital platform, structured research practice, active learning opportunities, pedagogical excellence, effective communication, and personalization.