Virtual Learning Environment Moodle Research Articles

Взаимосвязь инновационных и классических методик профессиональной направленности обучения физике в техническом вузе

The introduction of two forms of conducting a laboratory workshop in physics for students for engineering and technology studies in the sphere of marine heat and power engineering, electrical equipment and automation means is considered to the process of studying at the Federal State Budget Educational Institution of Higher Education “Astrakhan State Technical University”. The possibility of developing students' working skills in natural conditions with industrial devices and an engineering approach taking into account the multifactorial conditions of the experiment as an independent work in the framework of the workshop of technical creativity Applied Physics organized at the Department of General Engineering Disciplines and Ground Transport is shown. The formation of the professional orientation of interdisciplinary connections of students of the specialty Thermal Power Engineering and Heat Engineering is illustrated by the example of the development of the laboratory work Determination of the specific heat capacity of metals. The advantages of virtual laboratory work and the possibility of their use on the educational portal of the “Astrakhan State Technical University”, built on the Moodle virtual learning environment, are examined. An example of creating a virtual laboratory work Studying the law of conservation of momentum is considered. It is theoretically proved that the introduction of these types of work into the educational process in physics contributes to the optimally effective formation of general professional competencies and the professional orientation of students' education. The importance of introducing these types of laboratory work into the educational process of physics at the university for the development of students' analytical abilities, creativity and innovation, which is a prerequisite for studying of modern engineers in demand in the labor market in a rapidly changing world, is shown.

DIDACTIC POTENTIAL OF FOREIGN LANGUAGE E-LEARNING TECHNOLOGY AT А UNIVERSITY

The article is devoted to the use of foreign language e-learning technology at a university and the description of its didactic potential. The author substantiates the relevance of the introduction of e-learning in the system of higher education. The article reveals the essence of the concept of «e-learning». The features of e-learning that distinguish it from other types of learning are considered in the article. The article provides a classification of e-learning systems. The author proves that the use of e-learning in higher education depends on a number of external and internal factors, and it can be implemented using various methods. Special attention is paid to the advantages of using e-learning in the educational process in higher educational institutions in general and in teaching of foreign languages in particular. The article presents the description of the virtual learning environment Moodle used by the author in the educational process.

An Updated Show of Hands

It is a tried and tested technique to gauge the overall understanding of a class: a multiple-choice quiz with a show of hands for who thinks the answer is a, b or c. Although quick and easy, how much does it really measure the students’ understanding? On top of that, how useful is it as an informal formative assessment? A few students usually dominate the class and less confident students may not put up their hand, or may follow what their classmates are doing, and hence both the learner and educator may never know the individuals’ true answer.Here we discuss “an updated show of hands”, whereby students scan a QR code to take them to a real-time quiz hosted on the Moodle Virtual Learning Environment (VLE), that they can answer on their smart device. All students answer the same question at the same time, and after a set time, the correct answer is revealed and the class results for that question are then displayed to everyone as an anonymous percentage. Whilst this updated method has the obvious advantage of anonymity and the obvious disadvantage of potential technical problems, in this case study we provide a full description of the implementation and an in-depth discussion on the pedagogy and practicalities of the updated show of hands – the real-time smart device quiz.

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

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

Organisation of Independent Work of Students in Nonlinguistic Higher Education Institutions when Learning a Foreign Language on the Example of the Moodle Educational Platform

This paper considers the experience of using the Moodle virtual learning environment and learning and course management system, as this educational platform meets conventional pedagogical requirements and current trends in teaching methods of various disciplines, in particular, the foreign language. One of the most successful ways to intensify independent work is to integrate Moodle into the standard educational process of a higher education institution. The purpose of the study is to determine the advantages of using the Moodle system for organising independent work of first-year students of the State Biotechnological University on the example of analysing distance learning for students of the Faculty of Veterinary Medicine in the discipline “Foreign language (English) in professional activity”. The paper presents the academic achievements of foreign and Ukrainian researchers who focused their attention on determining the features of learning a foreign language using the Moodle educational platform; provides the developed set of tasks for independent processing of educational material when studying a foreign language in a distance learning format. The following methods are applied: theoretical, diagnostic, and the method of pedagogical observation in natural conditions of the educational process. The use of the Moodle distance learning system in the organisation of independent work of students ensures a high quality of assimilation of educational material and provides a wide range of opportunities for practising useful skills in the discipline. Completing the tasks given in this study provides educational applicants with the opportunity to improve their professional training, and develop skills for self-education, self-awareness, self-improvement, and lifelong learning

The educational component “Teaching methodology of social and health-care educational sector” under quarantine restrictions

The article reveals the theoretical and practical aspects of the organization of blended learning of future primary school teachers under quarantine caused by COVID-19. On the example of the educational component “Teaching methodology of social and health-care educational sector” the article describes the peculiarities of organizing the educational process in blended format, namely providing examples of tasks that allow to form civic and social competencies of first-level higher education students under the conditions of new time challenges. The article focuses on the specificities of working in the virtual learning environment Moodle, summarizes own teaching experience of training of educational component “Teaching methodology of social and health-care educational sector”. The author's method of structuring and content of the educational component is proposed, which is reflected in the textbook. The necessity of using digital tools Canva, Padlet, Coggle for organizing group work of students during blended learning under quarantine conditions caused by COVID-19 is considered and also the samples of tasks to be completed by future primary school teachers are given. The article presents the results of a survey of applicants for the first level of higher education program 013 Primary Education, which show that students have a generally positive attitude to using digital tools Canva, Padlet, Coggle, as it positively influences the formation of their professional competence and the formation of their own methodological system. The author's method suggested in this article is incomplete and is continually being improved in accordance with time challenges.

The Use of Data Mining and Automated Social Networking Tools in Virtual Learning Environments to Improve Student Engagement in Higher Education

Virtual learning environments (VLEs) form part of modern pedagogy in education; they contain student usage data that has the potential to inform and improve this pedagogy. The question this paper explores is how might the development of data mining and log analysis systems for the Moodle virtual learning environment improve students’ course engagement? The paper proposes that a student will complete missed tasks sooner if their utilisation of the VLE is automatically tracked and electronic prompts are sent when VLE activities are missed. To explore and test the hypothesis a software tool, MooTwit was developed to contact students when they fell behind in their VLE study. To establish if student timely engagement improved the study used MooTwit with two groups of students over a period of 15 weeks, messaging one group only when they fell behind. Statistical analysis and comparisons were made between how quickly each group engaged with the missed items. Using MooTwit to track and contact students did influence the timeliness of their engagement with the VLE activities. Specifically, the results suggest by direct messaging a student to engage with missed material, they completed missed activities closer to required completion date. The findings within the thesis show that educational data mining has the potential to improve pedagogy in VLE linked education offering opportunities to increase timely engagement and to raise course designers’ acceptance of data mining to improve the validity and quality of course evaluation.

Development of foreign language communicative competence in undergraduates of non-language universities

Introduction. The higher education system is being modernized at the Master’s level according to the requirements of the Federal State Educational Standards 3++. Teaching English to non-English major students shows that the intensive use of electronic learning tools requires the development of a system of tasks for effective language training. The purpose of the article is to develop a system of tasks for the developing EFL graduates’ communicative competence and to prove its effectiveness in teaching practice. Materials and methods. The pilot training was conducted at the North-Eastern Federal University named after M. K. Ammosov (N=90) and the Arctic State University of Agriculture and Technology (N=60) during one academic year. Classes were conducted both in full-time and remotely using the Zoom platform and the virtual learning environment Moodle. The entrance and final diagnostics were conducted in all four English skills (listening, speaking, reading and writing) to determine the level of EFL communicative competence in Master’s students. Results of the study. The obtained results of the diagnostic stage determined the directions of training in order to improve students’ EFL communicative competence: 1) modernization of the language education (updating the English course content); 2) development of a system of tasks for the organizing distance learning (updating of the educational and methodological complex). The results of the final testing indicate an increase in the level of EFL communicative competence at the end of the pilot training: 1) the average value for listening, speaking and writing increased by 1.5 times at the significance level p≤0.01; 2) the average value for reading increased by 2.5 times at the significance level p≤0.01.

Features of distance teaching for technical disciplines

The features of the use of new technologies for distance learning, which potentially increase the possibilities of the educational process, in particular, in the study of technical disciplines, are considered. This problem is relevant at the present time, when the entire system of higher and secondary education is temporarily working in a distance or mixed mode. For distance education, most universities use the Moodle virtual learning environment. Teaching students is carried out using computer technologies and various ways of presenting information: text, graphics, video, soundtrack, animation, that is, what is called "multimedia". In the process of mastering the distance course, the student can perform various types of activities  acquaintance with theoretical material, laboratory and practical work, assignments, compiling a dictionary, communication in forums and chat rooms. Working with a distance course requires in-depth study of the material in the process of independent work. Distance education increases the number of activities for students of various forms of education that cannot be foreseen in the traditional study of the discipline due to the limited classroom hours, which makes it possible to improve the quality of education. Distance education increases the number of activities for students of various forms of education that cannot be foreseen in the traditional study of the discipline due to the limited classroom hours, which makes it possible to improve the quality of education. The distance course can be used for full-time students as the main method of teaching, as it is currently due to quarantine, or as an auxiliary, for example, only for those students who do not attend classes, for in-depth study of the material, for students with disabilities. physical capabilities. The lack of Ukrainian standards for the distance learning system does not allow the creation of materials in a unified learning environment. But each educational institution can, on its own initiative, create distance courses in a particular environment, transfer certain types of classes to distance learning, look for new opportunities and forms of implementation of information and training technologies.

ДИДАКТИЧНІ ЗАСАДИ ЕЛЕКТРОННО-ОСВІТНЬОЇ ПЛАТФОРМИ MOODLE ПРИ ВИВЧЕННІ НІМЕЦЬКОЇ МОВИ ЯК ДРУГОЇ ІНОЗЕМНОЇ

The article considers the didactic principles of the organization of blended learning in the study of German as a second foreign language at the Department of Applied Linguistics of the National University "Lviv Polytechnic". The authors generalized the experience of domestic and foreign researchers on the implementation of blended learning and technology for the development of distance learning courses in the virtual learning environment Moodle. The courses on speech practice, practical grammar, translation disciplines placed on this platform meet the basic methodical requirements for conducting blended and distance learning, take into account the individual trajectory of study, enable interactive interaction between teacher and student; contribute to the formation of communicative sociolinguistic competence of students. The electronic platform Moodle has great potential for the implementation of a comprehensive system of monitoring and evaluation of knowledge and skills of students. Test tasks meet such didactic requirements as accessibility, speed, objectivity, transparency, validity, compliance with the current pace of information flow, etc. With the help of the program-editor of interactive tasks it is possible to develop tests of different complexity and different variations: multiple choice, filling in the blanks, finding matches, compiling crossword puzzles, etc. The test tasks developed and posted by the authors on the Moodle platform for learning German as a second foreign language were successfully tested during 2019/2020, 2020/2021. The results of success are the basis for further improvement of teacher / student interaction in full-time, blended and distance learning. It is concluded that electronic educational platforms are one of the effective opportunities to improve the quality of language education, contribute to the formation of readiness for professional activity in a multicultural space.

Information Technologies in the Formation of Foreign Language Grammatical Competence While Teaching a Language for Specific Purposes

information technologies grammatical competence The current study aims at demonstrating the effectiveness of the virtual learning environment Moodle in the formation of English language grammatical competence of students during their independent work. The study had a quasi-experimental research design with a pre-test and delayed post-test. It was carried out at the Faculty of Law of Yuriy Fedkovych Chernivtsi National University, Ukraine. The participants were fifty 3rd-year students of specialty “International Law,” who took part in the survey voluntarily during the fall semester of 2020-2021. The core question of the research is whether this learning tool is effective in forming students’ foreign language grammatical competence. Based on the results of the study, the researchers demonstrate the benefits of studying through the electronic system Moodle. Students increased their ability to understand grammatical constructions in professionally oriented texts. To conclude, the findings obtained in this study can be implemented both in online and blended learning for university students during their independent work while working over English for Specific Purposes.

Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

The purpose of this study is to measure the level of self-regulated students obtained from their academic achievements when learning to use Moodle virtual learning environment (VLE) in the practice of the solar system. This study involved 37 students of grade IX junior high school in Paiton Probolinggo, of which 18 students in the experimental group studied using Moodle Virtual Learning Environment (VLE), and 19 students in the control group who studied with conventional learning. In this study, students’ self-regulated measures were measured using a 4-point Likert scale. The results of this study indicate that the level of self-regulated students who learn to use Moodle virtual learning environment (VLE) is higher than students who study conventionally.

Modification of national OSCE due to COVID-19 - Implementation and students' feedback.

The aims were to describe the development of a modified national online OSCE during COVID-19 and assess related student feedback. The modified online OSCE comprising of eight question entities was organised simultaneously in all four dental institutes of Finland using the Moodle virtual learning environment. All fourth-year students (n=179) attended the examination online at home. Student feedback was collected via an anonymous questionnaire with multiple-choice questions and open-ended questions concerning attitudes towards the modified online OSCE, as well as content and usability of the question entities in the examination. Means and standard deviations were calculated for multiple-choice questions. Content analysis was used for open-ended questions. Of 179 students, 119 (66%) consented to the study. Students experienced they had received adequate information (mean 3.8; SD 1.2), had a positive attitude before the examination (4.0; 1.0) and found the practice test useful (3.7; 1.1) (range 1-5). Technical implementation (2.7; 0.7) and the difficulty of the questions (2.9; 0.6) (range 1-4) were found to be good. The teaching students received during their studies was sufficient (3.2; 0.5) (range 1-4). Content (mean 3.2; 0.4) and usability (2.9; 0.4) of the question entities were good (range 1-4). The themes arising from open-ended questions were importance and practicality of the topic (in questions) in relation to the work of a dentist and gratitude for the rapid conversion of the OSCE into an online examination despite COVID-19. The themes arising from negative experiences included difficulties in completing the examination within the time allocated, and dissatisfaction with the model answers provided after the examination. The positive student feedback towards the modified online OSCE encourages including an online examination to complement the traditional OSCE.

Digital educational technology for care management of diabetes mellitus people’s feet

ABSTRACT Objective: to develop and validate a distance learning course aimed at the pillars of care management of diabetes mellitus people’s feet. Method: a technological production research using Moodle Virtual Learning Environment, based on Andragogy, Constructionism and Instructional Design. Content is based on consensus guidelines on diabetic foot. Validation was carried out by distance education, diabetes and/or diabetic foot experts. Results: the course’s content is based on diabetic foot guidelines, and is structured in units with didactic material, videos, forums and questionnaires to assess the participants’ learning. The judges considered it appropriate to meet nurses’ needs in clinical practice. Conclusion: the virtual learning course has been validated, being a promising strategy for training nurses on care management of diabetes mellitus people’s feet.

Using the grade-rating system assessing the knowledge when teaching informational and legal disciplines in universities of law enforcement agencies

This article discusses the practical experience of using the grade-rating system for assessing the knowledge of cadets in educational organizations within the Ministry of Internal Affairs of Russia when using the Moodle virtual learning environment. The advantages and disadvantages of the grade-rating system are analyzed.

Improving Learning in Virtual Learning Environments Using Affective Pedagogical Agent

Emotions are part of human life, and they are present on several occasions, like decision making and in social interactions. Computational identification of emotions in texts can be useful in many applications, especially in distance learning courses. This research introduces an animated pedagogic agent, integrated to a Moodle virtual learning environment, with the objective of assisting the tutor in accompanying students, helping the students to acquire knowledge, identifying their emotions, and motivating the student to participate in activities and discussions. As a way of assessing students' emotional state, an experiment was conducted using real data from a completed course, involving students. The results obtained are promising, evidencing the importance of knowing the emotional state of the students, contributing to the learning process.

SALA DE AULA INVERTIDA: UM RELATO DE EXPERIÊNCIA EM UM CURSO DE BACHARELADO EM SISTEMAS DE INFORMAÇÃO

This paper presents an experience report, carried out through a case study, in a course of the first semester of a Bachelor's Degree in Information Systems. The case study is part of a project to apply active learning methodologies. In this case study was applied the methodology of the flipped classroom, using a pre-lesson, in the format of a video lesson, made available in the Moodle Virtual Learning Environment and practical activities, developed in a group, in the classroom. The results show that most of the students attended the pre-lesson, as well as participated actively, interacting with the classmates and the teacher in the classroom.

O Vídeo Didático: algumas percepções da prática docente inseridas entre a matemática acadêmica e a matemática escolar


 Apresentamos neste artigo a análise de um dos vídeos produzidos durante uma pesquisa que tinha como objetivo investigar como a Matemática é apresentada nos vídeos elaborados por licenciandos, discentes das disciplinas de Estágio Supervisionado, de um curso de Graduação em Matemática na modalidade a distância. Como procedimentos metodológicos adotamos a observação participante no ambiente virtual de aprendizagem Moodle, ambiente natural das disciplinas; entrevistamos as professoras responsáveis pelas disciplinas investigadas e o coordenador do curso; aplicamos dois questionários, um para os cursantes das disciplinas investigadas e outro para os professores que trabalham na modalidade a distância; utilizamos as informações do projeto pedagógico do curso como dados e analisamos os vídeos produzidos pelos licenciandos. Para organização e análise dos dados produzidos utilizamos a Teoria Fundamentada nos Dados. Dessa análise inferimos que existe uma relação entre a Matemática Acadêmica e a Matemática Escolar e que os estudantes utilizam vídeos como recursos didáticos e pedagógicos.

MOODLE ЯК ЗАСІБ ДИСТАНЦІЙНОГО НАВЧАННЯ МАЙБУТНІХ ПЕРЕКЛАДАЧІВ АУДІЮВАННЯ АНГЛІЙСЬКОЮ МОВОЮ

У статті розглянуто питання методики організації дистанційного навчання майбутніх перекладачів заочної форми навчання англомовного аудіювання засобами віртуального навчального середовища Moodle. Виокремлено особливості ТВ-технологій, кейс-технологій, Інтернет-технологій, а також характеристики технологічної платформи щодо створення віртуального навчального середовища Moodle та його структурних компонентів (мотиваційного, програмно-методичного, інформаційно-діяльнісного, комунікаційного, контрольно-оцінювального і технологічного). Описано використання інформаційних, навчально-діяльнісних, комунікативних, контрольних та адміністративних інструментів Moodle, визначено поняття «електронний навчальний курс». Охарактеризовано функції і формат-структуру електронного навчального курсу у віртуальному навчальному середовищі Moodle; подано приклади модулів авторського електронного навчального курсу для навчання аудіювання майбутніх перекладачів заочної форми навчання, зокрема таких інструментів Moodle, як «Веб-сторінка», «Завдання», «Профіль користувача», «Тест», «Налаштування журналу оцінок», «Текстова сторінка»; діяльності «Listening Landscape»; прихованого і відкритого блоків електронного навчального курсу у віртуальному навчальному середовищі Moodle; ресурсу «Зовнішня URL-адреса»; оцінювання діяльностей «Завдання» і «Тест», загальний звіт оцінювання відповідей студентів. Описано складові електронного курсу для навчання аудіювання: жанри аудіотекстів (оголошення, інтерв'ю, новини, лекції), завдання щодо навчання різних видів аудіювання відповідно до жанру, кількість годин для самостійної роботи з аудіювання в межах електронного навчального курсу. Розкрито особливості організації навчання аудіювання майбутніх перекладачів в умовах заочної форми навчання, а саме: стимуляція автономії студентів, мотивація навчання аудіювання, необхідність ознайомлення студентів із технічними можливостями Moodle. Надано рекомендації для викладачів щодо організації та проведення дистанційного навчання аудіювання, які допомагають оптимізувати процес формування в майбутніх перекладачів англомовної компетентності в аудіюванні. Описано форми контролю викладача і самоконтролю майбутніх перекладачів заочної форми щодо процесу навчання аудіювання текстів різних жанрів.

A Moodle-based vocational English course for master’s degree students in nonlinguistic settings: designing and implementing

Problem and goal. The article is devoted to the problem of pedagogical design of e-learning course as an element of innovative system of foreign language professionally oriented training of masters of non-linguistic specialties, analysis of potential opportunities and risks of its implementation. The relevance of the research is connected with the need to accumulate professional experience in the development and piloting of electronic educational resources in the conditions of digitalization of the Russian educational space and the creation of a single, public portal-aggregator of online courses. Methodology. The initial prerequisites of the work were theoretical and applied research in the field of professional and electronic linguodidactics in Russia and abroad. The concept of the considered electronic resource was formed in line with the communicative and competence approaches, the requirements of the modern educational paradigm, philosophy and structural parameters of the virtual learning environment Moodle. Innovative parameters of the content and structure of the course are determined by its design on the principle of reverse design and technology of implementation within the educational paradigm of mixed subject-language integrated learning. Results. The practical significance of the work lies in the fact that the didactic model presented in the study can be considered as a network component of the linguistic professional learning environment, which is formed in line with the trend towards the early professionalization of a foreign language course in a non-linguistic university. Conclusion. This paper presents the concept of innovative educational resource and its implementation using information and communication technologies - e-learning course “English for students of financial and economic specialties enrolled in master’s programs”. It covers topics that involve the development of knowledge gained in the study of related subject areas (financial management, accounting, banking, finance and credit, stock markets, risk management, etc.) and the experience of professional masters.