This presentation was done at ICT in Education Conference organized by TU, KUSOED and OSLOMET as a part of NORHED project on 19-21 September 2019 at Hotel Yellow Pagoda, Kathmandu.

1. ONLINE ASSESSMENT THROUGH MOODLE
PLATFORM IN HIGHER EDUCATION
Niroj Dahal
(https://nirojdahal.weebly.com/)
(niroj@nou.edu.np)
Paper
Present by
(niroj@nou.edu.np)
Nepal Open University, Faculty of Social Sciences and Education
&
Netra Kumar Manadhar
(netraz@kusoed.edu.np)
Kathmandu University School of Education, Department of STEAM Education
at (Thursday, Sep. 19, 2019)

2. Agenda
• Who are presenters?
• Background
• Online Assessment Activities and Resources in Moodle
• Problem
• Purpose• Purpose
• Theoretical Referents
• Methodology
• Insights
• Implications
• References
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3. Who are Presenters?
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4. Background
• Growing concerns has been increases in terms of teaching and learning in higher education
• Several alternative models have been tested, both in terms of teaching/learning and assessment
practices (Dahal, 2019)
• One of the widely used open sources e-learning platform is Moodle
• Moodle is used for blended mode of teaching and learning in open and distance learning
• Teachers and students can benefit from the diversity of online information, communication,
collaboration and sharing with each other’s and provide thematic, social and digital enrichment
• Moodle as a supportive tool for online assessment in higher education taking references from two
universities of Nepal namely Kathmandu University School of Education and Nepal Open
University in the Bachelors, Masters and M Phil programs
• Moodle possibility, with some online assessment based examples to present the work developed on
several modules of the courses taught in both the universities in Mathematics Education programs,
where Moodle is used as an online assessment tool to promote activities designed for each course.
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5. Online Assessment Activities and
Resources in Moodle
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6. Problem
• Regarding the assessment tools and options in moodle (only around 14%
tools were only used such as assignment and quiz) (Dahal, Luitel & Pant, 2019)
• Skills, knowledge and competencies of the moodle user is not at
satisfactory level (Dahal, 2018)
• Assessment in Moodle demands further excel to the users (course tutors)
• Moodle system in Nepal has a very high demand from school education to
higher education in relation to online assessment
• There are varieties of opportunities of moodle in Nepal but key learning
from two of the universities
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7. Purpose of the Study
• To explore online assessment in higher education by taking
references from two universities of Nepal namely
Kathmandu University School of Education and Nepal
Open University in the Bachelors, Masters and M Phil
programs.
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Research Question
How do online tutors narrate their experiences of online
assessment in relation to Moodle platform?

8. Theoretical Referents
Constructivism (Vico, 1710; Van Glasersfeld, 1989, Kersley, 1999; Larochelle, 2010)
•Online assessments help the learners to build up their skills, knowledge and
competencies rather than merely gripping ideas spoken to them (Larochelle, 2010)
Transformative Learning. It provides higher educators with a framework
that helps students to understand the relevance of, and develop strategies for,
ideas such as self-directed, experiential, practical, and applied learning
(Mezirow, 2000).
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9. Methodology
• Qualitative Approach
– Interpretivism is concerned primarily with generating context-based understanding of moodle
users’ thoughts, beliefs, values and associated social actions (Taylor, Settelmaier & Luitel,
2012)
– Experiences of moodle users (Clandinin & Connelly, 2013)
• Narrative Inquiry as Research Methodology
– Study of experience as told through stories by tutors of online courses
– Narrative: Meaning the story being told (Riessman, 2008)
– Inquiry: Representing a systematic examination or analysis using narrative and how theyInquiry: Representing a systematic examination or analysis using narrative and how they
make meaning out of their experiences.
• Research Site
– Kathmandu Valley, Nepal
Research Participants
» Purposefully selected four tutors tutoring online and distance education from different parts
of Nepal working in Kathmandu University School of Education and Nepal Open University.
• Nature and Source of Data
• Generate a narrative from tutors experiences
• Analysis and Interpretation
» Entry and Re-entry (Mitchell, 2011; Dahal, 2017)
• “Entry and exit” to present the narratives of tutors
• “Re-entry and exit” for the meaning-making of the narratives
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10. Insights
• Eye-opening to moodle users
• Formative assessment seems a good resource to engage students into a Math course
• It cannot replace traditional education
• Moodle platform opens new teaching-learning-assessment opportunities
• Virtual Learning Environments are at present used as assisting for the traditional didactic activities,• Virtual Learning Environments are at present used as assisting for the traditional didactic activities,
known as Blended Learning
• The increase in the use of VLE by universities is a reality and will definitely have an important
impact on the learning process
• Moodle platform, which has become more and more used in Nepal, comes as a support for the
educators who aim at increasing the quality of online courses, but also as a support for students in
order to facilitate their learning.
• The research in the field of e-learning with the help of Moodle Platform is at the beginning, as there
are still issues that need to be clarified, from the conceptual, theoretical, psycho-pedagogical, and
practical point of view.
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11. Implications
• Not extremely implacable for all
• Can offer some insights to the readers, novice moodle users,
course tutors of online and distance education, administration
• Moodle users would be highly benefited
• Policymakers and curriculum designers to make provisions of the online
assignments in higher education
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12. References
Bryman, A. (2012). Social research methods (4th ed.). Oxford: Oxford University Press.
Mezirow’s, J. (2000). Learning as transformation: critical perspectives on a theory in progress. Jossey-Bass. https://www.dss.gov.au/our-
responsibilities/housing-support/publications-articles/homelessness-youth/on-par-using-participatory-action-research-to-improve-early-intervention?
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Bergold, J., & Thomas, S. (2012). Participatory Research Methods: A Methodological Approach in Motion [110 paragraphs]. Forum Qualitative
Sozialforschung / Forum: Qualitative Social Research, 13 (1).
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. ISSN 1478-0887 Available on
http://eprints.uwe.ac.uk/11735
Dahal, N. (2017). Understanding and uses of questioning by mathematics teacher: An narrative inquiry (Unpublished M Phil dissertation). Kathmandu
University, School of Education.
Dahal, N., Luitel, B. C., & Pant, B. P. (2019). Understanding the use of questioning by mathematics teachers: A revelation. International Journal ofDahal, N., Luitel, B. C., & Pant, B. P. (2019). Understanding the use of questioning by mathematics teachers: A revelation. International Journal of
Innovative, Creativity and Change, 5(1), 118-146, ISSN 2201-1323. Available at http://www.ijicc.net
Daszko, D., & Scheinberg, J. (2005). Survival is Optional: Only Leaders With New Knowledge Can Lead the Transformation. Retrieved from
http://www.mdaszko.com/ArticlesNewsletters.html
Eldon, M., & Levin, M. (1991). Cogenerative learning: Bringing participation into action research. In W. F. Whyte (Ed.), Participative action research (pp.
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Gibbs, G. R. (2007). Thematic Coding and Categorizing, Analyzing Qualitative Data. SAGE Publications Ltd., London
Hall, B. (1975). Participatory research: An approach for change. Convergence: An International Journal of Adult Education, 8(2), 24-31.
Hardiman, M., Magsamen, S., McKhann, G., & Eilber, J. (2009). Neuroeducation: Learning, arts, and the brain. New York, NY: Dana Press.
Kindon, S., Pain, R., & Kesby, M. (2007). Participatory action research approaches and methods: connecting people, participation and place. Routledge.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass Publishers
Naithram, R. (2014). How music education powers the STEAM movement. Nea Today. Retrieved from http://neatoday.org/2014/07/16/how-music-
education-powers-the-steammovement/
O'Brien, R. (2001). An Overview of the Methodological Approach of Action Research. Retrieved November 2, 2006 from http://www.web.ca/~robrien/
papers/ arfinal.html.
Oproiu, G. C., & Chicioreanu, T. D. (2012). Using Virtual Learning Environments in Adult Education.Scientific Research & Education in the Air Force-
AFASES,1.
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13. Q/A Session?
~5 Minute
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14. Game Over!
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