Moodle Tools Research Articles

Digital Learning Strategy during COVID – Survey among 4th year Dental Students in Casablanca

Introduction: The use of new technologies in the academic learning has largely taken place during the COVID 19 health crisis, opening up new perspectives for learning in 100% online or in hybrid mode.This change in teaching mode led us to ask ourselves about the impact of these learning methods and what recommendations could we propose to improve our current teaching strategies? This work allowed us to evaluate the degree of satisfaction with the different teaching strategies adopted by conservative odontology department during the pandemic period. Material and Methods: A descriptive cross-sectional study was carried out over a period of 2 months from December 2022 to January 2023 among 4th year students of the dental faculty of Casablanca. Data collection with a four-page questionnaire, written in French, self-administered to 4th year students. Results: A response rate of 80.6% was recorded, 66% did not attend the lectures, 52% were quite satisfied with the lectures. On a scale of 1 to 10, 59% of students had a level of satisfaction between [5-7] for face-to-face teaching. 56% were quite satisfied with the Moodle tool, 46% were quite satisfied with the Webinars, 52% were quite satisfied with the Virtual Classes, 46% consulted the platform after the course, 27% of students were able to express themselves during the course, 28% of students said that the professors were available after the course, with an overall degree of satisfaction with distance mode located between [5-7] by 54%. 74% of students thought that face-to-face teaching can certainly be replaced by distance learning courses reinforced by face-to-face teaching. Conclusion: It is essential to recognize that this generation of students, referred to as “Gen Z” are technology natives, meaning they are familiar with ICT. This could play a role in making it easier to adapt to distance mode learning.

Enhancing Student Engagement and Skills Development Through Activity-Based Learning: A Case Study of Classroom Transformation in the Digital Age

The 21st-century students more depend on technology tools and accessories because of online classes and drastic improvements in emerging technologies. To motivate students to attend the classes and learn the courses by activity-based approach. JIGSAW Pedagogy, flipped classroom, Project-Based learning and demonstration activity planned for the module teaching. The one-minute paper activity was conducted to take the reflections from the students. The goal of this research is to converting a traditional classroom into an activitybased classroom with the goals of motivating students to attend regularly and fostering the development of technical skills, communication, presentation, and teamwork. The research question Is student’s attendance increased after implementing activity based leaning? Is student’s skills improved? Module wise activity planned before starting of the semester. As per lesson plan time slot is given for each activity.85%. After the module reflection collected from the students to know is students understanding the topic clearly or not. The student’s reflection shows that majority of the students are able to give presentation on stage without any hesitation. After implementation of activity in the module student’s attendance increased but not able to achieve 90 % - 100%. The internal assessment conducted for the activity in Moodle tool the students’ performance is increased compared to pre-test. Students technical knowledge enhanced on materials and their applications. Keywords— Active learning methodologies, collaborative learning, project-based learning.

Moodle tools for teaching foreign languages at distance learning department

The paper investigates the use of the Moodle system tools for teaching the subject of Foreign Languages (English) at the faculty of distance and part-time education of the Institute of Oil and Gas Technologies (INGT) of Samara State Technical University (SSTU). The analysis was carried out on the content material of Moodle electronic course for the specialty Petroleum engineering 21.03.01, 2020-2021 years. The course structure, tools for presenting educational material for practical classes and independent work, as well as assessment tools for intermediate and final monitoring control were analyzed. The study showed that the content of the course is presented logically and divided into modules in accordance with the main educational program and the Federal State Educational Standard of the Russian Federation. The Page tool was chosen to present the material for practical classes, which ensures the availability and clarity of educational material provided. Tasks for independent work and study are implemented via the Task tool in such a way that the files can be downloaded, then done and uploaded to the system. The effectiveness of the course was analyzed according to the data automatically provided by the system. The following aspects were taken into consideration: online activity of students in the system, the number of downloaded and completed assignments, the number of attempts to take tests, assessment reports based on the results of students` performance. The study has shown that the tools chosen for the course are relevant and provide effective learning. Analysis of program data has suggested that materials and exercises are easily accessible and system navigation has not caused any difficulties for students. Thus, it can be concluded that the Moodle system has proved to be an effective platform for distance learning of part-time students with a low level of language proficiency.

LMS Moodle tools to form and develop grammar skills when teaching a foreign language at a non-linguistic higher education institution

Problem statement . The author analyzes LMS Moodle tools “Book”, “Lesson”, “Quiz”, and “Assignment” to form and develop grammar skills, and also shares the experience in realizing, creating and implementing into educational e-courses some interactive grammar tasks and exercises for non-linguistic university students. Methodology . The stages of grammar skills formation and development are indicated. The potential capabilities of LMS Moodle tools “Book”, “Lesson”, “Assignment”, “Quiz” to create interactive tasks and grammar exercises are analyzed. Results . Online tasks and exercises of various types - imitation, transformation, and substitution, based on “Book”, “Lesson”, “Assignment”, “Quiz” to form the grammar skills of students, are described in detail, and their examples are given. The algorithms to introduce interactive tasks and exercises into electronic courses are carefully shown. Conclusion . The author concludes about the effectiveness of using online grammar tasks and exercises created using LMS Moodle tools “Book”, “Lesson”, “Assignment”, “Quiz” for the formation and development of grammar skills for non-linguistic university students.

How to Embed SRL in Online Learning Settings? Design Through Learning Analytics and Personalized Learning Design in Moodle

One of the main generic competencies in Higher Education is “Learning to Learn”. The key component of this competence is the capacity for self-regulated learning (SRL). For this competence to be developed, peer feedback seems useful because it fosters evaluative judgement. Following the principles of peer feedback processes, an online peer feedback proposal was created in the context of complex tasks in several degree courses (n = 448 students) at the University of Barcelona. A specific didactic sequence supported by digital technologies through Moodle was designed and validated after a deep analysis of the theoretical underpinnings of SRL models. A peer review proposal was ratified by the students, who pointed out the benefits of both receiving and, especially, giving feedback. The integration of Moodle tools with external tools such as Personalized Learning Design was highly valued by reviewers (n = 3 expert judges) and the possibilities for students to monitor their own progress through task completion was revealed as a positive aspect. Furthermore, the creation of personalized alerts to support learning processes also received a very high rating. The final model includes the changes derived from the validation process and suggests a reliable technology-supported intervention in an LMS, which is transferable to a larger scale.

Teaching marine engineering terms through online methods in maritime training courses

Verbal communication is an integral part of seafarers’ professional activity and a compulsory condition of vessels’ safety, the prevention of marine environment pollution, the fulfillment of international and national legislation in the field of sea transport, and the organization and management of sea transport traffic involving multinational crews. The present study contributes to the resolution of professional communication linguistic support problems within the framework of the marine engineer’s activities. Additionally, it ensures safety at sea by developing the terminological component of the foreign-language competence of marine engineers. The purpose of the research presented in this article is to identify patterns of teaching the English maritime engineering term system used in oral professional communication and technical documentation engaging the Moodle Platform. The concept of marine engineering terminology, as well as the principles of distinguishing it from a more general concept of «maritime terminology», was considered in order to achieve this goal. The article suggests a combination of the most efficient Moodle tools that can be used to develop trainees’ specific terminological competence. Highlights A comprehensive analysis has allowed identifying differences in the functioning of ship engineering terms in technical documentation and oral professional communication The elements of this terminological system under analysis form hierarchical paradigms The functioning of ship-engineering terms in professional communication is complicated by the presence of synonyms within the terminological system and pseudo-international vocabulary Marine engineering terms can be successfully taught through a combination of several Moodle instruments, which enables trainees to conduct comprehensive structural-semantic comparative analysis of the English ship engineering terminological system

Formation and development of lexical skills using LMS Moodle when teaching a foreign language at a non-linguistic higher education institution

Problem statement. The author shares her experience in the development, creation and implementation of interactive tasks and exercises in electronic courses created using LMS Moodle for the formation and development of lexical skills in students of a non-linguistic university. Methodology. The features of the LMS Moodle tools Glossary , Hyperlink , Page , Quiz , Hot Pot and their high potential to create interactive lexical tasks and exercises are considered and analyzed. Results. A lot of examples of online tasks and exercises of various types - differentiation, transformation, repetition, substitution and constructive - to form the lexical skills of students are given, and their detailed analysis is provided. The algorithms for introducing various interactive tasks and exercises into the LMS Moodle electronic course are shown in detail. Conclusion. The author concludes that it is expedient and effective to use online tasks and exercises in order to form and develop lexical skills for students of universities and other educational institutions.

МЕТОДИЧНЕ ЗАБЕЗПЕЧЕННЯ НАВЧАННЯ МАЙБУТНІХ ПЕДАГОГІВ ПРОЄКТУВАННЯ ІНФОРМАЦІЙНОГО ОСВІТНЬОГО СЕРЕДОВИЩА У ПРОЦЕСІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ

The article examines the relevant needs of methodological support for the training of future educators to design an information educational environment in the process of course planning (topics, modules, units, and educational sessions). The purpose of the article is to determine the specifics and main directions of methodological support for the professional training of future educators in the process of studying the course “Pedagogical Design” whose main task is to teach the design of a holistic information educational environment. The development of methodological support for the training of future educators to design an information educational environment required completing the following tasks: studying the state of readiness for designing an information educational environment by future educators, as well as practicing educators; analysis of the requirements for the information educational environment and the current state of the problem in practice; identifying the leading methodological aspects of work in a digital educational environment that is modern, accessible and personal-centred. In order to find out the contradictions and gaps in the methodological support of the educational environment, related to the specifics of distance learning with Moodle tools, a SWOT-analysis was used, in which both students of master’s degree level and teachers were involved. Using the methods of theoretical analysis and synthesis of scientific and pedagogical research, modern approaches to the formation of an information educational environment have been developed, in particular from the point of view of educational design, and there has been found out such an approach to design which is called “Backward Design” or “Understanding by Design”. On the basis of the framing approach of “Backward Design”, reference points are proposed for the development of methodical training support for the design of a holistic educational environment by future educators (determination of learning goals based on a person-centered approach; design of measurement of the goal as a planned result; planning of interactive experience of educational activities). The specificity of the methodological support for the design of a modern information educational environment is manifested in the fact that the traditional methods of preparing educational materials by the teacher are ineffective because they are based on the content of the textbook or curriculum, but not on the context which is built on the activity of those who study. This is especially relevant in the conditions of distance education. From the point of view of “Understanding by Design”, the educator develops a learning system that is effective and appropriate for the participants. It is assumed that the creation of educational content (learning content) within the limits of the whole subject or its separate part from the point of view of the taxonomy of understanding will allow personalizing the educational process to ensure deep knowledge upon completion. The development of the content of training courses built on the principles of Backward Design can give the educator new opportunities to enhance perceptivity to learning.

Adoption of LMS Moodle Tools in Student Learning – in Line with Teaching Practices

The education of students in an online-based environment in the conditions of a pandemic leads to an intensification of the use of Learning Management Systems (LMS) by higher education institutions (HEIs). In the study, a survey of the higher schools in Bulgaria, educating students mainly in the field of social, economic, and legal sciences, was made. Based on a survey of a sample of 14 universities that educate more than 1000 students in the specified field, it was found that over 92% of them use the Moodle e-platform. The results of a survey of the opinion of distance learning lecturers at University of Economics – Varna (UE – Varna) for the last three academic years allows for a detailed analysis of the use of Moodle tools and the identification of certain trends caused by the COVID-19 pandemic: coincidence in the five most used by teachers instruments for the three years of the period; some tools have been removed due to low usage, while others have seen an increase in usability (uploading multimedia presentations, URL module and electronic tests), some gamification-related tools have been added that are considered to have good potential for increasing students’ motivation and engagement in learning.

Features of using Moodle tools in the training of future social workers

In the article the formation of information and communication competence of future social workers is carried out. The sequence of topics studied by future social workers in the content part of the discipline of the information cycle "Modern information technology" is presented. The stages of ICT competence formation of future social workers are described. Authors provide a clear description of the sequence of learning and acquiring skills of practical work with a personal computer, cloud technology and its applications, free use of e-mail and additional features of Gmail, creating and formatting files of various formats, creating electronic educational resources by cloud technology, developing online courses and personal pages, understanding the capabilities and awareness of software for creating and processing various content by future social workers. They also analyze the benefits of the Moodle platform for its active use during the training of social professionals in the distance learning situation. These include: ease of use, intuitive interface for students and teachers, free, compliance with the requirements of higher education institutions for educational platforms, availability of methodological and reference materials, the ability to perform tests, planning and organizing the work of teachers and students and so on. In the article the need for skills and abilities to work with the above programs, services and technologies is emphasized too. The expediency of placing the discipline "Modern information technology" on the basis of the distance learning platform Moodle for future social workers is substantiated. The preconditions for the use of Moodle by the participants of the educational process are determined, the list of advantages and possibilities of this platform is given. The results (initial and final) of the study of the discipline "Modern information technology" are presented.

Professional Foreign Language Training in the Context of the Digital University

Currently, the practical level of foreign language proficiency of philology graduates does not always correspond to the social order of society. In this paper, a model for professional foreign language training of philology stu-dents was developed, theoretically justified and experimentally tested. For this purpose, the Moodle tool was widely deployed and we identified and ex-perimentally tested pedagogical conditions that ensure the effectiveness of professional foreign language training for philology students. The experi-mental work involved a random sample of 305 students of the "bachelor" level of the training direction 5B021000 (6B023)–foreign philology. The re-sult of the qualitative and quantitative analysis allows to conclude the effec-tiveness of the proposed model of professional foreign language training of philology students based on Moodle, which is confirmed by the calculations during the statistical processing of the research results. The scientific novel-ty of the study is that the pedagogical conditions that ensure the effective-ness of the Moodle-based professional foreign language training of philology students were identified and experimentally tested. The results of the study showed the effectiveness of using distance learning in the current health context due to the COVID-19 pandemic.

TEACHING BUSINESS ENGLISH ONLINE. ASSIGNMENT ACTIVITIES AND TESTS IN MOODLE

In many universities around the world, the current pandemic situation confined the academic process to online interactions alone, with no physical presence in a class, the ‘face-to-face’ classes being held by means of applications or programs that provide video conferences facilities. Besides these tools for live communication, most universities – among which ours, as well – have started to make extensive use of the e-learning Moodle platform. Especially designed for the distance learning form of education, the Moodle platform has previously been used in our university mostly by the teachers involved in the distance learning form, particularly for the purpose of providing the distance learning students with study materials and other resources of interest for the subject – through the resources uploaded on the pages of the discipline -, for communication – by means of forums and chat rooms -, and for enabling a few tests and assignments along the semester. Now, with everything going online, the vast range of facilities this application offers has come to be discovered by all academics involved in the instruction process. In both synchronous and asynchronous activities organised by means of the platform, the user will find useful a series of facilities offered by the platform. Among these, the current study will refer to several diverse possibilities of using the activities of Assignment and Test for the classes of English for Business, with a series of examples of exercises that were created by means of these Moodle tools. The regular file upload assignment in which the student were instructed what to prepare, compose or solve, and upload at the specific button has now, with experience, ‘grown’ obsolete, more interesting online text types of assignment being preferred, such as video or audio records, texts written directly online in the applications or others types following templates and using materials posted. As for the tests, besides the basic types – more straightforward and easy to create – such as: multiple choice drills, matching, true / false, short answers, or drag and drop, there will be exemplifications of the embedded answers (cloze) type, which requires audacity and willingness from the teacher to put in more effort to prepare and self-instruct on how to use and enter special codes in order to create complex exercises. Needs teach us and eventually the results prove indeed rewarding and worth the effort.

Використання інструментів LMS Moodle для педагогічного проєктування цифрового курсу

Introduction. The introduction of a competency-based approach in Ukrainian higher education made it possible to update educational standards that define a set of general and professional competencies and learning outcomes, as well as introduce new pedagogical technologies and systems for monitoring the quality of education. Changes in the organization of digital learning largely depend on a competency-based approach. LMS Moodle is a platform that provides standard tools for implementing a competency-based approach. Purpose. To research the possibilities of LMS Moodle for the pedagogical design of the digital course and implementation of a competency-based approach in digital learning. Results. At the first stage, the summary of pedagogical design of a specific digital course built upon flip peddles on sequence is provided and a scheme is formed in which competencies, learning outcomes, and forms of assessment are defined. At the second stage, the process of designing a digital course based on the methodology of pedagogical design and tuning is researched, there an attempt is made to implement the course based on the competence approach using LMS Moodle tools of version 2.7 and version 3.3. As a result, a developed curriculum and framework are added to it, which allows observing the implementation of the learning outcomes in a convenient format. Conclusion. The results of the research show that in order to implement a competency-based approach with the use of LMS Moodle, the following requirements are essential: the scheme with linked competencies, learning outcomes, learning activities, and assessment tools. each activity has clearly indicated form, result, support methods, and estimated time. use of rubrics with all criteria aligned to learning outcomes. According to the results of the study, there are differences between LMS Moodle 2.7 and 3.3. In versions of Moodle later than 3.1, it is more convenient to analyze the achievement of learning outcomes for multiple digital courses by creating a hierarchy of competencies and learning outcomes; it is easier to conduct monitoring of the progress made towards the achievement of learning outcomes.

Approaches to the development of online learning In the digital environment of higher education in Yakutia

The authors justified the idea of developing online courses based on the use of Moodle tools, allowing the formation of knowledge in the field of technological and methodological skills and abilities to use educational applications, services, and their application in professional activities in the implementation of online learning in the digital environment of the university. Assessment of the effectiveness of the online course is confirmed by the solution of professional tasks from the knowledge of the digital educational environment with interdisciplinary content and tasks requiring the use of e-learning tools. Analysis of the results using two-way analysis of variance revealed a significant effect of factors on the effective feature using the F-test. The significance of the study lies in the development of online advanced training courses aimed at improving the technological level of teachers and educators of the Republic of Sakha (Yakutia) in the implementation of the remote format of training using online distance learning tools and technologies.

Implementation of the MOODLE learning management system potential for students’ creative self-development

This article attempts to describe the potential of the MOODLE learning management system contributing to the creative self-development in the process of teaching the subject “Oral and Written Speech Practice of the English Language” to students of the “Pedagogical Education” training programme. Despite the impersonality and seeming universality of the digital educational environment, it can act as a means of developing students' individual creative abilities so much needed in the era of the post-industrial society. The main objective of the article is to show possible ways of using the MOODLE learning management system for the creative self-development of students. A wide range of the MOODLE tools helps to increase individualization of education and build students’ individual educational trajectories. In the work with such elements as Forum, Glossary, Database, Assignment and Wiki interaction between students and teachers in the development of new knowledge with creative potential comes to the fore. The conclusions of the article can be applicable in the process of organizing activities in the electronic learning system at the stage of working out assignments aimed at the creative self-development of students.

Information and communication technologies and the formation of cross-cultural communication skills in a foreign language environment

The article discusses the various possibilities of using ICTs in teaching Russian as a foreign language at the University of Pisa and the methods of working with a modern virtual educational environment. A brief description of the modern educational environment (and, more broadly, ecosystem) that has developed under the influence of informatization, computerization and digitalization of society in the late XX — early XXI centuries is proposed. The paper also focuses on the ways in which the Blended learning approach as an integration of classroom and online learning is put in practice by using the E-learning system and Moodle tools. Particular attention is paid to the methodology of working with the multimedia corpus of the Russian language MURCO in teaching grammar. In particular, it is demonstrated that the use of the corpus allows developing pragmatic language competence and mastering adaptation mechanisms for the adequate implementation of communicative intentions within any social scenario. In language teaching, the recognition of the need to study pragmatics using corpus data is due to the fact that the design of the verbal-semantic and linguo-cognitive levels of the secondary language personality is not enough to form a stable communicative skill. Reaching the third and the highest, i.e. pragmatic level of functioning of the secondary language personality, which allows to realize communicative-activity needs, is impossible without immersion in the environment (which can be artificially recreated) of the language being studied. In particular, it will be demonstrated how the analysis of micro-dialogs from the MURCO corpus, illustrating imperative speech acts, allows not only to describe the elements of the “expanded” semantics of the imperative mood in the Russian language, but also to reveal the socio-pragmatic factors of its use.

Categorizing student as a Convergent and Divergent Thinker in Problem-solving using Learning Analytics Framework

Abstract Convergent and divergent thinking is an essential skill required to think critically and solve a Higher-Order level problem. The practice in improving both convergent and divergent thinking during various phases of problem-solving can enable students to produce a better solution. This paper presents a Learning Analytics Framework used for categorizing a student as a convergent and divergent thinker based on problem-solving skills that focus on identifying student’s problem-solving abilities through Moodle tools and plugins. The core of this framework is a Moodle platform, that is acquiescent with the Learning Management System, and that has the ability of monitoring and recording the events generated by students. Based on these event logs and activities, the tools extract the process in which a student solves a problem of the course, allowing teachers to rethink and introduce changes in the problem-solving methods of the student. A study was conducted on third-year students from Computer Science Engineering to investigate the effects of the intervention. The results show a gradual development in learners’ thoughts in both convergent and divergent thinking during problem-solving.

МЕТОДИКА ИСПОЛЬЗОВАНИЯ ИНСТРУМЕНТАРИЯ LMS MOODLE ДЛЯ РАЗВИТИЯ НАВЫКОВ КОММУНИКАЦИИ НА ИНОСТРАННОМ ЯЗЫКЕ У СТУДЕНТОВ НЕЯЗЫКОВОГО ВУЗА

The article describes the author’s attempt in developing, introducing and using the LMS Moodle tools when teaching foreign language communication at a non-linguistic higher education establishment. Special attention is paid to the author’s techniques of working with the LMS Moodle tools “Page”, “Test”, “Lecture”. By the example of the author’s course “Foreign Language”, the paper describes wide functional possibilities of their practical usage when teaching foreign language communication to full-time and distant students.

РОЛЬ ТРЕНУВАЛЬНИХ ТЕСТІВ LMS MOODLE У НАВЧАННІ СТУДЕНТІВ ЛІНГВІСТИЧНОГО ПРОФІЛЮ

У статті аналізується досвід застосування тренувальних тестових завдань у віртуальному навчальному середовищі MOODLE як засобу формування лінгвістичної англомовної компетентності майбутніх учителів, які опановують англійську мову як другу спеціальність. Необхідність використання тестових завдань з дисципліни “Практикум з англійської мови” зумовлена тенденцією до скорочення контактних годин і відповідно зростанням ролі самостійної позааудиторної роботи. За результатами пробного навчання із застосуванням тестових завдань виявлено, що успішність виконання студентами модульних лексичних і граматичних контрольних робіт зросла в середньому на 13,41% порівняно з аналогічним періодом, коли такі тести не використовувались. Результати опитування, проведеного з метою виявлення ставлення студентів до виконання тестових завдань, також позитивні. Отримані дані свідчать, що користування платформою MOODLE з технічної точки зору не становить проблем для переважної більшості студентів. Респонденти вважають використання тестів доцільним, оскільки це допомагає їм навчатися більш ефективно, робить навчання легшим і цікавішим, мотивує до роботи над власними мовними навичками та вміннями. Найефективнішими, на думку студентів, є такі види тестових завдань: на перефразування з використанням активної лексики, на самостійне заповнення пропусків лексичними одиницями або граматичними структурами, на вибір правильної граматичної структури або лексичної одиниці з поданих варіантів і на виправлення помилок. Зазначено, що використання інструментів платформи MOODLE в освітньому процесі сприяє посиленню відповідальності студентів за якість власного навчання та розвиває їх навчальну автономію. Підкреслено, що користування платформою не вимагає від викладачів володіння спеціальними навичками програмування, заощаджує їх час на контролі самостійної позааудиторної роботи студентів за рахунок автоматизованої перевірки та оцінювання тестових завдань, надає можливість отримувати детальну інформацію про виконання завдань як окремими студентами, так і групою в цілому, а також реалізовувати зворотний зв’язок.

Acessibilidade: Avaliação de Adequação no Curso a Distância para Pessoa com Deficiência Visual

O debate sobre a construção de uma sociedade igualitária e inclusiva tem conduzido a reflexões sobre a acessibilidade, utilizando o ambiente virtual de aprendizagem, no processo de ensino e aprendizagem, para pessoas com deficiência visual. Este artigo apresenta uma análise sobre a configuração dos recursos disponíveis no LMS Moodle, segundo os preceitos do W3C (World Wide Web Consortium) e as recomendações do WCAG (Web Content Accessibility Guidelines), no que tange a acessibilidade em ambientes virtuais. O principal objetivo deste trabalho foi avaliar as ferramentas do Moodle disponíveis no mapa de aprendizagem de um curso autoinstrucional e verificar a acessibilidade a deficientes visuais nos recursos referentes aos rótulos, questionários, glossário, pastas, pesquisas, ícones e páginas, utilizando como tecnologia assistiva o leitor de tela Jaws. A pesquisa foi realizada no curso autoinstrucional “Doenças Endócrino-Metabólicas e Nutrição”, ofertado no ano de 2017, pela Universidade Aberta do SUS/UERJ. O procedimento metodológico utilizado foi a pesquisa aplicada, descritiva, fundamentada pela epistemologia quali-quantitativa.
 As evidências na pesquisa descrevem que o recurso “rótulo” foi configurado parcialmente com a inserção da descrição das imagens. Ademais, o recurso “pasta” que disponibilizou o material em pdf de estudo para download, não atendeu as normas de acessibilidade, impossibilitando assim a leitura através do leitor de tela. Em contrapartida, os demais recursos apresentaram-se acessíveis e corresponderam as normas segundo os preceitos do WCAG, assim permitindo a acessibilidade também para pessoas com deficiência visual. Desta forma, é possível concluir que a maioria dos recursos do Moodle para este curso foram criados e configurados de forma que atendessem as normas de acessibilidade.