A study on users of moodle through sarasin model


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A study on users of moodle through sarasin model

  1. 1. INTERNATIONAL JOURNAL OF COMPUTER ENGINEERING International Journal of & TECHNOLOGY (IJCET) Computer Engineering and Technology (IJCET), ISSN 0976- 6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEMEISSN 0976 – 6367(Print)ISSN 0976 – 6375(Online)Volume 4, Issue 1, January- February (2013), pp. 71-79 IJCET© IAEME: www.iaeme.com/ijcet.aspJournal Impact Factor (2012): 3.9580 (Calculated by GISI) ©IAEMEwww.jifactor.com A STUDY ON USERS OF MOODLE THROUGH SARASIN MODEL Maria Dominic1, Anthony Philomen Raj1, Sagayaraj Francis2, Saul Nicholas1 1 Department of MCA, Sacred Heart College, India 2 Department of Computer Science and Engineering, Pondicherry Engineering College, India dominic@shctpt.edu, philomen@shctpt.edu, fsfrancis@pec.edu, saul@shctpt.edu ABSTRACT Education is a conscious attempt to promote learning in others [1]. E-learning provides greater freedom from the time and space constraints and allows more interactivity in teaching learning process. This benefits the learners more than the traditional learning [2]. Out of the various open sources or proprietary e-LMS we have customized and used MOODLE in our campus*. To evaluate this idea we made a study on the usage of it with respect to Sarasin Model and have recorded the findings in this paper. Keywords: Learning Styles, e-learning, e-learning models, e-learning open sources, MOODLE LEARNING Learning is acquiring new, which is existing within us, to bring out with the help of teaching method [3]. Different learners have different styles of learning. A learning style is a way by which the learner concentrates processes, digests and remembers. Understanding this process will make teaching and learning become more efficient since the teacher’s will become more aware of the learner’s characteristics. A synthesis of learning style theories about the learner’s characteristics from various theorist views are provided in [4]. One such theorist is Sarasin. In this paper we match Sarasin’s model [4] of learning auditory, visual and tactile/kinesthetic with the characteristics of MOODLE and conclude which of the features benefits/contributes more to the learning process in our campus. Sarasin classified the learning styles to three types as shown in Figure 1. 71
  2. 2. International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEMEVisualVisual learners learn through two channels namely, Linguistic and Spatial. Figure 1 Sarasin Model Learning StylesLinguisticVisual-linguistic learners learn more from reading and writing. They learn through writtenlanguage and they remember the text even if they do not read more than once.SpatialLearners of visual-spatial type prefer to visualize their learning materials and hence they dobetter with charts, presentations, videos and other visual aids. They generally have difficultywith written language.AuditoryAuditory learners often talk to themselves. They also may move their lips and read out loud.They may have difficulty with reading and writing tasks. They often do better talking to acolleague or a tape recorder and hearing what was heard.KinestheticKinesthetic learners learn by doing themselves, experiencing and reflecting. The twochannels of this learning are kinesthetic (movement) and tactile (touch).e-LEARNING Many conceive of e-learning as distance learning mostly self studied and lackingother dimensions of conventional teaching. It is a flawed misconception. The letter ‘e’ asprefixed in e-mail, e-commerce, e-business stands for electronic. According to EuropeanUnion (EU) it is the inclusion of all ICT in all learning systems and environment (formal, nonformal) and according to American society for training and development (ASTD), e-learningcovers a wide set of applications and process such as web based learning, computer basedlearning, virtual learning and digital collaboration. It includes delivery through internet /Intranet / extranet, audio, video, text, CD ROM etc., [5]. Even though there is so much hypearound e-learning there are also limitations with regard to it. One such is limited audio-visualcontact and experience which can never be as powerful as real time [5]. E-learning is madeup of three components, namely enabling technology, learning content and learning design.Figure 2 depicts the component parts of e-learning [5]. 72
  3. 3. International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEME Figure 2 Components of e-learningEven though the teacher may be the subject expert and content developer but he has nocontrol over the learning activities because e-learning is a team work between various stakeholders such as subject expert, learning management system, web developer, graphic artistsand the learner.e-LEARNING MODELS There is a variety of learning models in practice. The learning models can beclassified according to the characteristics of learning. Table 1 lists the learning models andtheir characteristics [4]. Table 1 Learning Models Learning Characteristics Models Tactile/ Sarasin Auditory Visual Kinesthetic Gregorc/ Abstract/ Random/ Concrete Butler Sequential Concrete Sims Behavioral/ Cognitive Perceptual & Sims Affective McCarthy Analytic Imaginative Dynamic Harb, Abstract/ Active/ Durrant, Concrete Reflective Concrete & Terrye-LEARNING OPEN SOURCES A search was made on the web for open source systems which can be used for e-learning and it is providing in Table 2. These software are desktop based and can be installedin the local machine. 73
  4. 4. International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEME Table 2 Desktop based Software S.N Name URL o 1 OpenOffice.org http://openoffice.org/ 2 Audacity http://audacity.sourceforge.net CamStudio.org 3 http://camstudio.org/ 4 GIMP.org http://gimp.org/ Handbrake.fr 5 http://handbrake.fr/ Mozilla Firefox 6 www.mozillafirefox.us SeaMonkey-Project.org 7 www.seamonkey-project.org Notepad++ 8 www.notepad-plus-plus.org/ Visual Understanding 9 http://vue.tufts.edu/ Environment (VUE)The following Table 3 lists some of the e-learning software which works on client- servertechnology. These software need to be installed in the server and accessed and used by manyclients (learners). Table 3 Server based Software S.No Name URL 1 MOODLE https://moodle.org/ 2 ATutor http://atutor.ca/credits.php WordPress.org 3 wordpress.org/ MediaWiki 4 www.mediawiki.org/ 5 phpBB https://www.phpbb.com/ StatusNet 6 status.net/ Piwik 7 piwik.org/ OpenWebAnalytics 8 www.openwebanalytics.com/ 9 Sakai www.sakaiproject.org/ 74
  5. 5. International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEMEMOODLE MOODLE[17] stands for "Modular Object-Oriented Dynamic Learning Environment."MOODLE along with BlackBoard [18] is one of the popular e-learning software’s used around theworld. The main advantage of using MOODLE is that it is open source platform which can bedownloaded and customized to our requirement and ably supported by group of developers. This wasthe main factor which made us to use this software in our college to popularize e-learning in ourcampus. MOODLE has been used in our campus from 2007 onwards. Figure 3 Customized MOODLEFeatures in MOODLEEven though MOODLE provides a wide array of plug-ins which are constantly developed anduploaded for the user community, some of the commonly used features are as follows,1. Online assignment(single and multiple file upload)2. Chat3. Quiz4. Forum5. Survey6. Hot Pot7. Wiki8. Database9. Glossary10. Lesson11. Bulletin board12. Online evaluation13. Report generation14. Notification15. Blogs16. Question Bank17. Legacy site files18. Online users 75
  6. 6. International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEMEVIEWING MOODLE THROUGH SARASIN MODEL Since 2007 onwards MOODLE has been used in our campus and been used by ourfaculty members and students. So to evaluate its impact on our learning community in theteaching learning process and to answer the following two research questions i) What is the learning style preferred by our students? ii) Does students learning style differ according to the gender?A study was done by considering the parameters provided in Sarasin model on a sample sizeof 160 students. A questionere collected data on the students preference on the features usedby them in MOODLE namely, audio, video, animations, lexicon, mind mapping, onlinecompilation to test their program and do projects, lecture materials like presentations, lecturenotes, e-books, other references, discussion forum, messaging/chatting with peers and tutors,online quiz with automatic marking. The statistics of the data is given in Table 4. Then thefollowing methodology was followed to interpret the dataa. Initial data was collected.b. Mean (X) and Standard Deviation (SD) was computed for rows.c. Based on X and SD, the score has been classified into three levels, which is Less Usage / Moderate Usage / High Usage. These three indicators show the level of usage of the learning style.Categorization of the respondents was done by Indexing Statistics method [4].Less Usage = X – SD (1)High Usage = X + SD (2)Moderate Usage = X – SD to X + SD (3)Table 4 provides the breakdown of the respondents with respect to gender and Table 5 andFigure 4 provides the overall relationship between the students and MOODLE with respect tothe various learning styles mentioned in the model taken for study. Table 4 Break down of the respondents Gender Frequency Percent Male 80 50.0 Female 80 50.0 Total 160 100.0 Table 5 Learning Style Vs Usage Less Moderat High Style Usage e Usage Usage Audio 29 108 23 Visual 30 90 40 Kinesthet 30 90 40 ic 76
  7. 7. International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEME Figure 4 Learning Style Vs Usage Table 6 Male respondents Less Moderat High Style Usage e Usage Usage Audio 77 3 0 Visual 62 18 0 Kinesthet 4 52 24 ic Figure 5 Male repondents Table 7 Female respondents Less Moderate High Style Usage Usage Usage Audio 80 0 0 Visual 55 24 0 Kinestheti 1 58 21 c 77
  8. 8. International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEME Figure 6 Female repondentsCONCLUSION From this study, teachers got an insight on the learner’s attitude and their expectationswhich help them to fine tune their approach to make teaching learning process better infuture. Figure 5 provides the result for the first research question about the learning stylepreferred by our students. The results of the study points out that, at present students learnmuch from the visual and kinesthetic learning through MOODLE, auditory comes the third.Regarding the results for the second research question, whether the learning style differsaccording to gender, Figure 5, 6 indicates that it is same as the results for overall. That is theresults for both the gender matches, first comes kinesthetic followed by visual and audio withslight variations which can be viewed in the tables provided. This provided us with a insightand inspired us to go ahead with the experiment to develop an e-lms by means of theavailable open source tools in web 2.0 to incorporate collaboration and socialization [19] intothe teaching learning process.REFERENCES1. Lavanya Rajendran, Ramachandran Veilumuthu, “A Cost-Effective Cloud Service for E- Learning Video on Demand”, European Journal of Scientific Research ISSN 1450-216X Vol.55 No.4 (2011), pp.569-5792. Sean Wolfgand Matsui Siqueira , Maria Helena Lima Baptista Braz , Rubens Nascimento Melo , “e-learning content warehousing architecture”, IADIS International Conference WWW/Internet 20023. http://en.wikipedia.org/wiki/Learning4. Nancy Csapo, Roger Hayen, “The Role of Learning Styles in the Teaching/Learning Process”, Central Michigan University, Volume VII, No. 1, 2006.5. Kenneth Fee, “Delivering e-learning: a complete strategy for design, application, and assessment”, Published in Great Britain and the United States in 2009 by Kogan Page Limited, ISBN 978-0-7494-5397-8.6. http://www.nwlink.com/donclark/hrd/styles/7. http://blog.matbury.com/2011/10/19/open-source-software-for-elearning/8. http://www.merriam-webster.com/dictionary/learning9. http://www.learning-styles-online.com/10. http://www.ldpride.net/learningstyles.MI.htm 78
  9. 9. International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print), ISSN 0976 – 6375(Online) Volume 4, Issue 1, January- February (2013), © IAEME11. http://people.usd.edu/bwjames/tut/learning-style/12. http://www.missiontolearn.com/2009/05/definition-of-learning/13. Som Naidu, Ph. D, “E-Learning, A Guidebook of Principles, Procedures and Practices”, Publication Design and Coordination: Sanjaya Mishra, ISBN: 81-88770-04-3.14. http://en.wikipedia.org/wiki/Learning_styles#Other_models.15. Richard M. Felder, Linda K. Silverman, “Learning and Teaching Styles In Engineering Education”, published in the Journal of Engineering Education, Engr. Education, 78(7), 674–681 (1988).16. Melanie Arthur, “SPSS Companion for Research Methods,Revised Third Edition”, Portland State University.17. moodle.org18. blackboard.org19. Mohammed Al-Zoube, Samir Abou El-Seoud, “Using Social Networking Sites as a Platform for E-Learning”, ICL, 2009 79