Moodle early early use by teachers in higher education: an exploratory study

Moodle early Early Use by Teachers in Higher Education: An Exploratory Study Patrícia Fidalgo, João Paz and Fernando Luís Santos Instituto Piaget The Study Add an IMS content package DiscussionIntroduction Display a directory Our results show that although different, all groupsStudies about Moodle usage in Portugal in Link to a file or website Compose a web page use similar resources and activities and thesecondary schools (Lisbôa et al., 2007) and HE Compose a text page perceptions of teachers are mostly positive, againInstitutions (Magano, Castro & Carvalho, 2008; Figure 1. Insert a label cutting across all groups and considering factorsLencastre, Vieira & Ribeiro, 2007) stressed that Book such as communication, repository and educationalMoodle is mainly used as a content distributing use. Considering that teachers of groups A and Bplatform and the importance of further teachers C – b-learning (80%) B – b-learning (20%) A – face-to-face had only basic training about the use of Moodletraining to change practice and to encourage higher Figure 3. Resources usage in Moodle and group C had a more advanced training it isquality use. In the course of our research we expect somewhat surprising that there were no statisticallyto contribute with useful information for users and significant differences between groups. The earlyeducational institutions in the process of using and stages of Moodle implementation in the Institutionimplementing this kind of platforms. Wiki may contribute to explain this result. Assignments Quiz Database SCORM/AICC Choice Questionnaire LessonThis poster is a report on the findings of an Survey Glossary FLV player Referencesexploratory study conducted in a Higher Education Forum Journal Lencastre, J. A. & Monteiro, A. M. (2008). An on-Institution about type of use, effects on teaching Chat line project in a higher education institution. Inpractice and perceptions of teachers about Moodle C – b-learning (80%) B – b-learning (20%) A – face-to-face EADTU Conference 2008 - online proceedings.as an instructional tool in both on-line and face to Lifelong learning in higher education: Networked Figure 4. Activities usage in Moodleface courses. teaching and learning in a knowledge society. Poitiers France. Figure 1. The main features of the study Lencastre, J. G., Vieira, L. F., & Ribeiro, R. Group A N=24 Group B N=7 Group C N=4 (2007). Estudo das Plataformas de eLearning em X² p Median Median Median Portugal. Lisboa. Retrieved 25 March 2010 fromContext Question rank rank rank Findings A. Contact with students is facilitated through the use of synchronous and asynchronous tools 4 4 4.5 .836 .658 http://www.elearning-pt.com/lms2Since 2007, Piaget Institute has made an effort to All figures are presented as percentage of stacked B. It is an excellent repository of various types of content C. Work on Moodle from any location is a plus 5 5 4 5 4.5 5 1.426 .274 .490 .872 Lisbôa, E. S., Jesus, A. G., Varela, A. M., Teixeira,modernize its technological infrastructure and allowing the comparison of the proportional D. Work on Moodle at any time that is convenient to me is a plus 5 5 5 .757 .684 G. H., & Coutinho, C. P. (2007). LMS emimplement a training model able to answer XXI contributions of all groups. E. Its very useful for organizing my classes F. Moodle is very useful to receive assignments from students 2 4 2 4 2.5 4.5 .724 2.813 .696 .244 Contexto Escolar: estudo sobre o uso da Moodlecentury learning challenges, where the presence of G. Help me to save time in the organization of classes 3 3 3 .708 .701 pelos docentes de duas escolas do Norte de H. Moodle has resources and/or activities to meet theMoodle is a constant, as support to face-to-face objectives that I propose in my classes I. Does not make the relationship between teacher and student 2 2 2 1.630 .442 Portugal. Educação, Formação &Tecnologias, 2(1), 44-57. 2 3 2.5 3.047 .217teaching, or in blended courses where teaching has To (support) activities in the classroom impersonal J. It is flexible in terms of structure 3 3 3 .856 .651a strong on-line presence. (Lencastre & Monteiro To (support) activities outside school hours K. It is flexible in terms of content there may arise L. Working with Moodle is not difficult and/or complicated and 2 2 1.5 4.054 .131 Magano, J., Castro, A. V., & Carvalho, C. V.The Piaget Online Education and Training Unit is To keep the resources of my course organized … doesn’t require specific technical skills M. The appearance is attractive 2 2 2 3 2.5 3.5 1.213 3.383 .545 .184 (2008). O e-Learning no Ensino Superior: um casoformally responsible for assuring access and To receive students work N. Moodle has educational use 2 2 1.5 .0453 .977 de estudo. Educação, formação & Tecnologia,availability to Moodle LMS and the training of To communicate with students … 1(1), 14. Figure 5. Kruskal-Wallis test results on teachersstudents and teachers in each Campus. This study For evaluation of students … perceptions about Moodle.was conducted by the Almada Team of that Unit. As a repository of content C – b-learning (80%) B – b-learning (20%) A – face-to-face Figure 2. Reasons for using Moodle The authors Patrícia Fidalgo (pfidalgo@almada.ipiaget.org); Twitter: pfidalgo1 ; João Paz (jpaz@almada.ipiaget.org); Twitter: joaopaztwtr ; Fernando Luís Santos (fsantos@almada.ipiaget.org); Twitter: flsantos Avaliable for download in http://slidesha.re/mNEzl4

Moodle early early use by teachers in higher education: an exploratory study

by Fernando Luís Santos on Dec 31, 2011

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