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Moodle Report: The Cornerstone between Teaching Activities and Students' Performance

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Moodle Report: The Cornerstone between Teaching Activities and Students' Performance. Med-e-tel 2012

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Moodle Report: The Cornerstone between Teaching Activities and Students' Performance

  1. 1. Moodle Report: The Cornerstone between Teaching Activities and Students' Performance
  2. 2.  eSCART general description (history, evolution)  Types of learning activities  Types of students’ assessments  Correlation between learning activities and final score  Conclusions
  3. 3. Since 2003, ITM organises each summer the Short Course on Antiretroviral Therapy (SCART) a 3-week course, with ~40 physicians/year, who work in low resource countries
  4. 4. Accredited in tropEd MIH, 3 ECTS SCART 2003 SCART 2004 SCART 2005 SCART 2006 SCART 2007 SCART & eSCART 2008 SCART & eSCART 2009 SCART & eSCART 2010 eSCART 2011
  5. 5. Host a course Grading book Learning Management System Trace students’ activities
  6. 6. Self-assessment Lectures MODULE Forum Quiz or assignment
  7. 7. Types of students’ assessments 18-week course! Social activity
  8. 8. F I N A L GROUP WORK 50% FINAL ASSIGNMENT 10% 40% S C O R E
  9. 9.  Evaluation components by UOC (Open University in Cataluña, SPAIN) Teaching Staff (Internal) Is there a correlation between learning activities and final score? Procedure Records (Results) Duart J. 2001, Evaluation of teaching quality in virtual learning environments http://www.uoc.edu/web/esp/art/uoc/0109041/duartmartin_imp.html Students (External)
  10. 10. Grading book (formula final score) Final survey Dataset 32/38 students Students logs on Moodle
  11. 11. Correlation between learning activities and final score  Relationship between the time spent on self-assessments (in days) and the final grades  Number of self-assessments per module and relation with number of visits
  12. 12.  The time students spent on all the activities impacted on their overall performance.  Self-assessments are an important tool, but it is important to place the relevant information in the first exercises, because interest in these decreases as students progress through the exercises.  Analysis of data in a LMS helps to improve the course design and to inform the participants in advance on how much time they need to spend on the course online or offline.
  13. 13. Special thanks to the eSCART team and particularly to Dr Olivier Koole for the data analysis

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