This study analyzed the use of the Moodle e-learning platform at the University of Aveiro in Portugal. A questionnaire was administered to 278 students to characterize their use of Moodle. The results showed that students primarily use Moodle as a repository to download course materials, with an average of 49 accesses per month. While students recognized the importance of communication tools for learning, these tools were underutilized. Overall, Moodle had potential but was not fully leveraged for its interactive features to enhance teaching and learning.
This document defines key terms related to online education systems. It discusses terms like online education, e-learning, learning management systems, student management systems, and integrated online education systems. It also presents the Jigsaw and Hub models for how these different systems interact and exchange data. The goal is to establish a common framework and definitions for understanding online education projects.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
The e-learning contained many educational resources are generally used in learning systems like Moodle, It’s free open source software packages designed and flexible platform to create Learning Objects (LOs) and users’ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess students’ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the benefits of the students. In this research work, different data mining classification models are applied to analyse and predict students’ feedback based on their Moodle usage data. The models described in this paper surely assist the educators, decision maker, mentors to early engage with the issues as address by students. In this research, real data from a semester has been experimented and evaluated. To achieve the better classification models, discretization and weight adjustment techniques have also been applied as part of the pre – processing steps. Finally, we conclude that for efficient decision making with the student’s feedback the classifier model must be appropriate in terms of accuracy and other important evaluation measures. Our experiments also shows that by using weight adjustment techniques like information gain and support vector machines improves the performance of classification models.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
Moodle: using an open learning management system to support student learningKeith Landa
2010 SUNY Freedonia Teaching and Learning conference - "Universal Design for Learning: Accessible and Assistive Technologies to Enhance Student Learning"
Session description: Over the past 18 months, Purchase College has migrated from Blackboard to Moodle for our campus learning management system. Our decision was partially driven by the lower total costs for Moodle as an open source product and our desire to avoid the risks and lack of control associated with commercial applications. Our primary consideration however was that Moodle provides a pedagogically stronger learning platform, and its openness allows us to integrate it with other learning applications that faculty would like to use to promote student engagement.
This session will focus on the pedagogical aspects of Moodle as a learning platform. We will briefly discuss the process and findings Purchase College used to develop a consensus among faculty, students and technology staff to switch to Moodle. Participants will then spend the bulk of the session in a directed exploration of the diverse learning activities in Moodle that promote student engagement and learning, to facilitate discussion of how Moodle compares to ANGEL and Blackboard. We will examine examples of how Moodle’s open architecture allows it to integrate with external Web 2.0 applications, and finally discuss options for no-cost hosted Moodle solutions that will allow participants to evaluate Moodle for their campuses.
This document defines key terms related to online education systems. It discusses terms like online education, e-learning, learning management systems, student management systems, and integrated online education systems. It also presents the Jigsaw and Hub models for how these different systems interact and exchange data. The goal is to establish a common framework and definitions for understanding online education projects.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
The e-learning contained many educational resources are generally used in learning systems like Moodle, It’s free open source software packages designed and flexible platform to create Learning Objects (LOs) and users’ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess students’ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the benefits of the students. In this research work, different data mining classification models are applied to analyse and predict students’ feedback based on their Moodle usage data. The models described in this paper surely assist the educators, decision maker, mentors to early engage with the issues as address by students. In this research, real data from a semester has been experimented and evaluated. To achieve the better classification models, discretization and weight adjustment techniques have also been applied as part of the pre – processing steps. Finally, we conclude that for efficient decision making with the student’s feedback the classifier model must be appropriate in terms of accuracy and other important evaluation measures. Our experiments also shows that by using weight adjustment techniques like information gain and support vector machines improves the performance of classification models.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
Moodle: using an open learning management system to support student learningKeith Landa
2010 SUNY Freedonia Teaching and Learning conference - "Universal Design for Learning: Accessible and Assistive Technologies to Enhance Student Learning"
Session description: Over the past 18 months, Purchase College has migrated from Blackboard to Moodle for our campus learning management system. Our decision was partially driven by the lower total costs for Moodle as an open source product and our desire to avoid the risks and lack of control associated with commercial applications. Our primary consideration however was that Moodle provides a pedagogically stronger learning platform, and its openness allows us to integrate it with other learning applications that faculty would like to use to promote student engagement.
This session will focus on the pedagogical aspects of Moodle as a learning platform. We will briefly discuss the process and findings Purchase College used to develop a consensus among faculty, students and technology staff to switch to Moodle. Participants will then spend the bulk of the session in a directed exploration of the diverse learning activities in Moodle that promote student engagement and learning, to facilitate discussion of how Moodle compares to ANGEL and Blackboard. We will examine examples of how Moodle’s open architecture allows it to integrate with external Web 2.0 applications, and finally discuss options for no-cost hosted Moodle solutions that will allow participants to evaluate Moodle for their campuses.
This document summarizes an international collaboration between educators at the University of Sonora in Mexico and Northern Arizona University to implement the open-source learning management system Moodle. It describes the key participants in the collaboration, an introduction to Moodle features for course and learner management, how Moodle is being used at UniSon, the impacts and strengths and weaknesses observed, and recommendations and future plans.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
E Learning and Learning Management Systems Advantages, Disadvantages and Sugg...ijtsrd
With the developing technology, different e learning concept has entered our lives. This new education model, which is very different from traditional education administration, has been adopted by the education community and learners. Thanks to this model that provides internet based training, it is possible to receive or give training without the concept of time and space. However, when the issue is a critical area such as education, this new method needs to be discussed and analyzed. First, the concept of e learning and learning management systems in the infrastructure of this new education model should be understood in detail. Determining the software modules that LMSs consisting of internet based software is a guide in this study. In addition, the advantages and disadvantages of this new education model were evaluated and presented item by item. At the end of the study, suggestions were given to the individuals or institutions who were educated with e learning model or developed LMS software. Gülleman Erdal | Erdal Erdal "E-Learning and Learning Management Systems: Advantages, Disadvantages and Suggestions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd36911.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/36911/elearning-and-learning-management-systems-advantages-disadvantages-and-suggestions/gülleman-erdal
Using Video Conferencing in Lecture ClassesVideoguy
This document discusses Duquesne University's use of the Mediasite video conferencing system to record and distribute lectures online. It provides an overview of the Mediasite system and how two graduate courses, Multimedia and Instructional Design (MMID) and An Introduction to Human Computer Interaction (HCI), implemented Mediasite to enhance their courses. Students were able to access recorded lectures to review complex topics and software demonstrations at their own pace. While Mediasite had some technical issues like delayed video loading, students generally found the system useful for reviewing material and completing assignments. The ability to control lecture playback helped students better understand challenging course concepts.
This document discusses e-learning technologies and systems. It describes communication technologies used in e-learning like asynchronous tools like blogs and discussion boards and synchronous tools like chat sessions. It also discusses learning management systems, collaborative software, pedagogical approaches to e-learning, and interaction models in e-learning systems. Architectural examples of service-oriented e-learning systems are provided. A virtual learning environment demo is also referenced.
This document presents an updated 2020 Typology of Free Web-based Learning Technologies. It provides a list of 226 technologies arranged into 40 types across 15 clusters. The typology constitutes an update from 2015, removing discontinued tools, adding new tools, and updating categories. It aims to support educators in identifying free online interactive tools that can be used via browser to promote productive and interactive learning.
Comparing learning management systems global learn 2016 irelandDavid Brooks
This document compares two learning management systems (LMS), Moodle and Google Classroom. It discusses the advantages and disadvantages of each system. Moodle provides more comprehensive tools and flexibility, while Google Classroom is easier to set up and use, especially for schools already using Google Apps. Both systems allow teachers to communicate with students, distribute assignments, provide feedback, and track student progress online. The best choice depends on a teacher's needs and technical skills.
Improved Learning Management System (i- LMS): A Flat Form for Content Creatio...Editor IJCATR
This document proposes the development of an improved interactive learning management system (i-LMS) to facilitate content creation and sharing among secondary schools in Kenya. It discusses how existing learning management systems (LMS) are limited in allowing direct user input to improve content delivery. The proposed i-LMS model would allow students, teachers, and content developers to create and upload content to a central cloud-based repository. This shared content could then be accessed by all schools, promoting standardized curriculum delivery regardless of location. The i-LMS aims to address gaps in resources and uneven content distribution faced by many secondary schools, especially in rural areas. It would do so by establishing a common pool of learning materials while also collecting user feedback to further enhance LMS functionality
Making the Most of the New File Upload Question Feature in an LMS: Nine Appl...Shalin Hai-Jew
The document discusses 9 scenarios for using the file upload feature in online learning platforms like Canvas and Qualtrics. Scenario 1 involves learners uploading files as proof of completing tasks. Scenario 2 has learners uploading files for web-mediated presentations. Scenario 3 has learners conducting research and collecting data by uploading files. Scenario 4 enhances location-based learning by having learners upload files from their local contexts. Scenario 5 supports collaboration through shared file uploads. Scenario 6 documents live events through uploaded files. Scenarios 7-9 involve simulations, games, creative works and co-building through uploaded files. The document discusses considerations around intellectual property, privacy, data storage and learning from uploaded content.
This document discusses using social networking platforms as new technology tools for e-learning. It begins by introducing how social networks have made connecting people globally easier and cheaper. It then discusses how e-learning through web-based learning systems provides advantages for both teachers and students by allowing flexibility. The popularity of using social networks as an educational tool is increasing as educators incorporate platforms like Facebook and LinkedIn into learning. A study examined students' usage of learning management systems versus social networks for educational purposes. It found that social networks were used more regularly and seen as more useful and effective for spreading information among students. The conclusion is that while some students still prefer learning management systems, social networks can provide a richer environment for sharing knowledge between educators and peers
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
SUNY Purchase and SUNY Delhi have begun a shared services project, where Purchase College provide Mahara ePortfolios to Delhi faculty and students through their Moodle LMS, while Delhi provides OpenMeetings and Big Blue Button meeting services to Purchase faculty and students through their Moodle system.
Neural Network Model for Predicting Students' Achievement in Blended Courses ...ijaia
Educator’s knowledge about the likely students’ achievement in blended courses prior to sitting for
examinations provides room for early intervention on students’ learning process, especially to those at risk.
Unfortunately, Leaning Management Systems (LMSs), Moodle in particular lacks an environment to assist
educators access such knowledge from time to time before undertaking their examinations. This raised the
need to propose a model, of which from time to time would be providing the likely students’ achievement
based on activities in Moodle and previous achievement, taking a case of postgraduate programmes at the
University of Dar es Salaam.
This study applied artificial neural networks in building a prediction model. Simulations were conducted in
Matrix Laboratory (MATLAB) utilizing seventy eight instances (78) of students’ logs of three blended
courses extracted from Moodle for 2013/2014 and 2014/2015 academic years.
Mean Square Error (MSE) and Coefficient of Determination (R
2
) performance metrics were used to find
the best prediction model considering ten possible models. The study revealed a model with architecture of
4:10:1 trained with Bayesian Regularization (BR) to be the best model resulting to least MSE of 0.0170 and
high R
2
of 0.93 on training. During testing, the model successfully predicted 78% of the students’
achievement with risk and pass status.
FUNCTIONAL SEMANTICS AWARE BROKER BASED ARCHITECTURE FOR E-LEARNING WEB SERVICESIJITE
E-learning enables the learner to gain diverse knowledge anytime, anywhere and on any device. Learning
resources (objects) and resource providers play a very important role in e-learning applications/systems.
The increasing demand for interoperability in existing heterogeneous e-learning systems to support
accessibility and reusability is the most challenging research issue. Web services and SOA enables
interoperability between heterogeneous applications over the Web. To adopt Web services technology
towards the reusability and aggregation of e-learning services, the conceptual Web services architecture
and its building blocks need to be augmented. In this paper, a well formed functional semantics approach
is proposed to describe e-learning Web services providing variety of learning objects/resources. The
paper presents an extendible functional knowledge to map the learner’s or provider’s versions of service
descriptions into a standard form called Abstract Description. The authors propose a broker based elearning Web service architecture which facilitates effective e-learning service publishing and discovery
mechanisms. The paper explores a scheme to extend the WSDL 2.0 document in order to incorporate
functional semantics of e-learning Web services and their operations. The paper presents an e-learning
service knowledge called Learning Operation Tree (LOT) for the quick e-learning service discovery. The
experimentation shows that, the proposed broker based architecture for e-learning Web services
facilitates effective discovery with moderate performance in terms of recall and response.
Types of learning management systems used by top universitiesunistude
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, or learning and development programs.
The learning management system concept emerged directly from e-Learning. Blackboard, Canvas LMS, Moodle, D2L, and Schoology are popular Learning Management Systems used by top higher education institutions globally.
Sometimes, they are known as Virtual Learning Environment (VLE). Some of these Learning Management Systems are customized by the various institutions giving them unique, exciting names.
This document will focus on Learning Management for Schools, and some universities have interesting Learning Management System names.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
When digital learning objects (DLOs) were initially conceptualized, based on object-oriented programming, there were initial high hopes that people could build learning objects that were re-usable by others. DLOs have come a long way in the past few decades, and many are available for free on various repositories, referatories, digital libraries, and other sources. In a recent research project, the presenter explored what features of DLOs make them adoptable for online learning and created a ten-element model for DLO adoption. The reality is that adoption of DLOs is not cost-free and not effort-free. The ten elements include the following categories:
Pedagogical Value
Learner Engagement
Presentational Features
Legal Considerations
Technological Features
Instructor (Adopter) Control
Applicability to the Respective Learning Contexts (Local Conditions)
Local Costs to Deploy
Labeling and Documentation, Contributor and Informational Source Crediting
Global Transferability and Adoptability
She then analyzed her decades of work in instructional design in higher education (and private industry) to see what features were addressed in the respective funded DLOs. She found discrepancies between what makes DLOs adoptable and what is built and suggests some practical ways to close those gaps with techniques and technologies, in order to further support and propel the “digital learning object economy”.
This document presents a 10-step model for developing multimedia learning projects. The model was developed through a literature review on existing instructional design and multimedia development models, and feedback from a panel of experts using a modified Delphi technique. The 10 steps are: 1) Define instructional goals and audience; 2) Review existing options; 3) Determine format, budget, timeline; 4) Determine content and assessments; 5) Develop evaluation strategies; 6) Create flowcharts and storyboards; 7) Develop prototypes; 8) Conduct formative evaluations; 9) Complete design; 10) Conduct summative evaluations. The model is intended to provide novice faculty and designers with a succinct guide for developing multimedia projects based on best practices.
Using the moodle platform - US ICT ProjectIulianaIonita4
The document discusses using the Moodle e-learning platform for a virtual mobility project between Romanian students and teachers. It describes Moodle as an open-source learning management system that allows teachers to create interactive online courses. It then outlines the steps teachers took to set up a Moodle course for the project, including lessons, activities, and a discussion forum. The document concludes that Moodle is easy for both teachers and students to use and allows teachers to generate detailed reports on course participation and progress.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the
benefits of the students.
How Moodle Facilitates E-learning? A Case Study in Vocational EducationIJSRED
This document summarizes a study that investigated how the Moodle learning platform facilitates e-learning in vocational education. Forty students in computer science courses at a vocational training institute used Moodle over four weeks. A questionnaire assessed student attitudes towards e-learning and Moodle. Results showed Moodle can be useful for both teachers and learners to improve educational outcomes. Students also felt it strengthened self-efficacy and independent learning. The study implemented and tested Moodle's features like online course content, communication tools, and tracking student progress.
COMPARING THE CHALLENGES OF IMPLEMENTING WEB-BASED AND TRADITIONAL TEACHING S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It
is significant to carefully consider learners' and instructors' specific needs and circumstances when
deciding whether to use these systems. Using web-based and traditional teaching methods may be
appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination
of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by
increasing access to quality education and reducing the cost of delivering education. However, there are
also several challenges to implementing these systems in developing countries, such as limited
infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this
review article is to analyse and contrast the efficacy of web-based teaching systems with traditional
teaching systems, assess their respective advantages and disadvantages, identify the factors that influence
their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional
teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content.
However, traditional teaching systems also have advantages, such as the ability to provide face-to-face
interaction and immediate feedback. This review paper examines the factors that impact the efficacy of
both systems, such as the system's design, the quality of the educational materials, and the proficiency of
the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the
specific needs and circumstances of the learner and the instructor
This document summarizes an international collaboration between educators at the University of Sonora in Mexico and Northern Arizona University to implement the open-source learning management system Moodle. It describes the key participants in the collaboration, an introduction to Moodle features for course and learner management, how Moodle is being used at UniSon, the impacts and strengths and weaknesses observed, and recommendations and future plans.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
E Learning and Learning Management Systems Advantages, Disadvantages and Sugg...ijtsrd
With the developing technology, different e learning concept has entered our lives. This new education model, which is very different from traditional education administration, has been adopted by the education community and learners. Thanks to this model that provides internet based training, it is possible to receive or give training without the concept of time and space. However, when the issue is a critical area such as education, this new method needs to be discussed and analyzed. First, the concept of e learning and learning management systems in the infrastructure of this new education model should be understood in detail. Determining the software modules that LMSs consisting of internet based software is a guide in this study. In addition, the advantages and disadvantages of this new education model were evaluated and presented item by item. At the end of the study, suggestions were given to the individuals or institutions who were educated with e learning model or developed LMS software. Gülleman Erdal | Erdal Erdal "E-Learning and Learning Management Systems: Advantages, Disadvantages and Suggestions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd36911.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/36911/elearning-and-learning-management-systems-advantages-disadvantages-and-suggestions/gülleman-erdal
Using Video Conferencing in Lecture ClassesVideoguy
This document discusses Duquesne University's use of the Mediasite video conferencing system to record and distribute lectures online. It provides an overview of the Mediasite system and how two graduate courses, Multimedia and Instructional Design (MMID) and An Introduction to Human Computer Interaction (HCI), implemented Mediasite to enhance their courses. Students were able to access recorded lectures to review complex topics and software demonstrations at their own pace. While Mediasite had some technical issues like delayed video loading, students generally found the system useful for reviewing material and completing assignments. The ability to control lecture playback helped students better understand challenging course concepts.
This document discusses e-learning technologies and systems. It describes communication technologies used in e-learning like asynchronous tools like blogs and discussion boards and synchronous tools like chat sessions. It also discusses learning management systems, collaborative software, pedagogical approaches to e-learning, and interaction models in e-learning systems. Architectural examples of service-oriented e-learning systems are provided. A virtual learning environment demo is also referenced.
This document presents an updated 2020 Typology of Free Web-based Learning Technologies. It provides a list of 226 technologies arranged into 40 types across 15 clusters. The typology constitutes an update from 2015, removing discontinued tools, adding new tools, and updating categories. It aims to support educators in identifying free online interactive tools that can be used via browser to promote productive and interactive learning.
Comparing learning management systems global learn 2016 irelandDavid Brooks
This document compares two learning management systems (LMS), Moodle and Google Classroom. It discusses the advantages and disadvantages of each system. Moodle provides more comprehensive tools and flexibility, while Google Classroom is easier to set up and use, especially for schools already using Google Apps. Both systems allow teachers to communicate with students, distribute assignments, provide feedback, and track student progress online. The best choice depends on a teacher's needs and technical skills.
Improved Learning Management System (i- LMS): A Flat Form for Content Creatio...Editor IJCATR
This document proposes the development of an improved interactive learning management system (i-LMS) to facilitate content creation and sharing among secondary schools in Kenya. It discusses how existing learning management systems (LMS) are limited in allowing direct user input to improve content delivery. The proposed i-LMS model would allow students, teachers, and content developers to create and upload content to a central cloud-based repository. This shared content could then be accessed by all schools, promoting standardized curriculum delivery regardless of location. The i-LMS aims to address gaps in resources and uneven content distribution faced by many secondary schools, especially in rural areas. It would do so by establishing a common pool of learning materials while also collecting user feedback to further enhance LMS functionality
Making the Most of the New File Upload Question Feature in an LMS: Nine Appl...Shalin Hai-Jew
The document discusses 9 scenarios for using the file upload feature in online learning platforms like Canvas and Qualtrics. Scenario 1 involves learners uploading files as proof of completing tasks. Scenario 2 has learners uploading files for web-mediated presentations. Scenario 3 has learners conducting research and collecting data by uploading files. Scenario 4 enhances location-based learning by having learners upload files from their local contexts. Scenario 5 supports collaboration through shared file uploads. Scenario 6 documents live events through uploaded files. Scenarios 7-9 involve simulations, games, creative works and co-building through uploaded files. The document discusses considerations around intellectual property, privacy, data storage and learning from uploaded content.
This document discusses using social networking platforms as new technology tools for e-learning. It begins by introducing how social networks have made connecting people globally easier and cheaper. It then discusses how e-learning through web-based learning systems provides advantages for both teachers and students by allowing flexibility. The popularity of using social networks as an educational tool is increasing as educators incorporate platforms like Facebook and LinkedIn into learning. A study examined students' usage of learning management systems versus social networks for educational purposes. It found that social networks were used more regularly and seen as more useful and effective for spreading information among students. The conclusion is that while some students still prefer learning management systems, social networks can provide a richer environment for sharing knowledge between educators and peers
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
SUNY Purchase and SUNY Delhi have begun a shared services project, where Purchase College provide Mahara ePortfolios to Delhi faculty and students through their Moodle LMS, while Delhi provides OpenMeetings and Big Blue Button meeting services to Purchase faculty and students through their Moodle system.
Neural Network Model for Predicting Students' Achievement in Blended Courses ...ijaia
Educator’s knowledge about the likely students’ achievement in blended courses prior to sitting for
examinations provides room for early intervention on students’ learning process, especially to those at risk.
Unfortunately, Leaning Management Systems (LMSs), Moodle in particular lacks an environment to assist
educators access such knowledge from time to time before undertaking their examinations. This raised the
need to propose a model, of which from time to time would be providing the likely students’ achievement
based on activities in Moodle and previous achievement, taking a case of postgraduate programmes at the
University of Dar es Salaam.
This study applied artificial neural networks in building a prediction model. Simulations were conducted in
Matrix Laboratory (MATLAB) utilizing seventy eight instances (78) of students’ logs of three blended
courses extracted from Moodle for 2013/2014 and 2014/2015 academic years.
Mean Square Error (MSE) and Coefficient of Determination (R
2
) performance metrics were used to find
the best prediction model considering ten possible models. The study revealed a model with architecture of
4:10:1 trained with Bayesian Regularization (BR) to be the best model resulting to least MSE of 0.0170 and
high R
2
of 0.93 on training. During testing, the model successfully predicted 78% of the students’
achievement with risk and pass status.
FUNCTIONAL SEMANTICS AWARE BROKER BASED ARCHITECTURE FOR E-LEARNING WEB SERVICESIJITE
E-learning enables the learner to gain diverse knowledge anytime, anywhere and on any device. Learning
resources (objects) and resource providers play a very important role in e-learning applications/systems.
The increasing demand for interoperability in existing heterogeneous e-learning systems to support
accessibility and reusability is the most challenging research issue. Web services and SOA enables
interoperability between heterogeneous applications over the Web. To adopt Web services technology
towards the reusability and aggregation of e-learning services, the conceptual Web services architecture
and its building blocks need to be augmented. In this paper, a well formed functional semantics approach
is proposed to describe e-learning Web services providing variety of learning objects/resources. The
paper presents an extendible functional knowledge to map the learner’s or provider’s versions of service
descriptions into a standard form called Abstract Description. The authors propose a broker based elearning Web service architecture which facilitates effective e-learning service publishing and discovery
mechanisms. The paper explores a scheme to extend the WSDL 2.0 document in order to incorporate
functional semantics of e-learning Web services and their operations. The paper presents an e-learning
service knowledge called Learning Operation Tree (LOT) for the quick e-learning service discovery. The
experimentation shows that, the proposed broker based architecture for e-learning Web services
facilitates effective discovery with moderate performance in terms of recall and response.
Types of learning management systems used by top universitiesunistude
A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, or learning and development programs.
The learning management system concept emerged directly from e-Learning. Blackboard, Canvas LMS, Moodle, D2L, and Schoology are popular Learning Management Systems used by top higher education institutions globally.
Sometimes, they are known as Virtual Learning Environment (VLE). Some of these Learning Management Systems are customized by the various institutions giving them unique, exciting names.
This document will focus on Learning Management for Schools, and some universities have interesting Learning Management System names.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
When digital learning objects (DLOs) were initially conceptualized, based on object-oriented programming, there were initial high hopes that people could build learning objects that were re-usable by others. DLOs have come a long way in the past few decades, and many are available for free on various repositories, referatories, digital libraries, and other sources. In a recent research project, the presenter explored what features of DLOs make them adoptable for online learning and created a ten-element model for DLO adoption. The reality is that adoption of DLOs is not cost-free and not effort-free. The ten elements include the following categories:
Pedagogical Value
Learner Engagement
Presentational Features
Legal Considerations
Technological Features
Instructor (Adopter) Control
Applicability to the Respective Learning Contexts (Local Conditions)
Local Costs to Deploy
Labeling and Documentation, Contributor and Informational Source Crediting
Global Transferability and Adoptability
She then analyzed her decades of work in instructional design in higher education (and private industry) to see what features were addressed in the respective funded DLOs. She found discrepancies between what makes DLOs adoptable and what is built and suggests some practical ways to close those gaps with techniques and technologies, in order to further support and propel the “digital learning object economy”.
This document presents a 10-step model for developing multimedia learning projects. The model was developed through a literature review on existing instructional design and multimedia development models, and feedback from a panel of experts using a modified Delphi technique. The 10 steps are: 1) Define instructional goals and audience; 2) Review existing options; 3) Determine format, budget, timeline; 4) Determine content and assessments; 5) Develop evaluation strategies; 6) Create flowcharts and storyboards; 7) Develop prototypes; 8) Conduct formative evaluations; 9) Complete design; 10) Conduct summative evaluations. The model is intended to provide novice faculty and designers with a succinct guide for developing multimedia projects based on best practices.
Using the moodle platform - US ICT ProjectIulianaIonita4
The document discusses using the Moodle e-learning platform for a virtual mobility project between Romanian students and teachers. It describes Moodle as an open-source learning management system that allows teachers to create interactive online courses. It then outlines the steps teachers took to set up a Moodle course for the project, including lessons, activities, and a discussion forum. The document concludes that Moodle is easy for both teachers and students to use and allows teachers to generate detailed reports on course participation and progress.
In the current digital era, education system has witness tremendous growth in data storage and efficient retrieval. Many Institutes have very huge databases which may be of terabytes of knowledge and information. The complexity of the data is an important issue as educational data consists of structural as well as non-structural type which includes various text editors like node pad, word, PDF files, images, video, etc. The problem lies in proper storage and correct retrieval of this information. Different types of learning platform like Moodle have implemented to integrate the requirement of educators, administrators and learner. Although this type of platforms are indeed a great support of educators, still mining of the large data is required to uncover various interesting patterns and facts for decision making process for the
benefits of the students.
How Moodle Facilitates E-learning? A Case Study in Vocational EducationIJSRED
This document summarizes a study that investigated how the Moodle learning platform facilitates e-learning in vocational education. Forty students in computer science courses at a vocational training institute used Moodle over four weeks. A questionnaire assessed student attitudes towards e-learning and Moodle. Results showed Moodle can be useful for both teachers and learners to improve educational outcomes. Students also felt it strengthened self-efficacy and independent learning. The study implemented and tested Moodle's features like online course content, communication tools, and tracking student progress.
COMPARING THE CHALLENGES OF IMPLEMENTING WEB-BASED AND TRADITIONAL TEACHING S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It
is significant to carefully consider learners' and instructors' specific needs and circumstances when
deciding whether to use these systems. Using web-based and traditional teaching methods may be
appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination
of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by
increasing access to quality education and reducing the cost of delivering education. However, there are
also several challenges to implementing these systems in developing countries, such as limited
infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this
review article is to analyse and contrast the efficacy of web-based teaching systems with traditional
teaching systems, assess their respective advantages and disadvantages, identify the factors that influence
their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional
teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content.
However, traditional teaching systems also have advantages, such as the ability to provide face-to-face
interaction and immediate feedback. This review paper examines the factors that impact the efficacy of
both systems, such as the system's design, the quality of the educational materials, and the proficiency of
the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the
specific needs and circumstances of the learner and the instructor
Comparing the Challenges of Implementing Web-Based and Traditional Teaching S...adeij1
Web-based teaching systems have several advantages and have the potential to benefit education greatly. It is significant to carefully consider learners' and instructors' specific needs and circumstances when deciding whether to use these systems. Using web-based and traditional teaching methods may be appropriate to provide a well-rounded educational experience. It may be appropriate to use a combination of web-based and traditional teaching methods to provide a well-rounded educational experience. Webbased teaching systems have the potential to greatly benefit education in developing countries by increasing access to quality education and reducing the cost of delivering education. However, there are also several challenges to implementing these systems in developing countries, such as limited infrastructure and resources, limited access to technology, and low digital literacy. The purpose of this review article is to analyse and contrast the efficacy of web-based teaching systems with traditional teaching systems, assess their respective advantages and disadvantages, identify the factors that influence their effectiveness, and conclude that web-based teaching systems offer certain benefits over traditional teaching systems, including greater flexibility, convenience, and the capacity to deliver multimedia content. However, traditional teaching systems also have advantages, such as the ability to provide face-to-face interaction and immediate feedback. This review paper examines the factors that impact the efficacy of both systems, such as the system's design, the quality of the educational materials, and the proficiency of the instructor. Both systems have their strengths and weaknesses, and the best approach depends on the specific needs and circumstances of the learner and the instructor.
E-learning, often known as "online learning," "virtual learning," "remote learning," and other similar terms, is an alternative to traditional classroom instruction. "Distance education," "digital learning," or "mobile learning." E-learning involves using several distinct technologies, including the web, open broadcast, loop, cable, microwave, broadband lines, fibre optics, satellite, wireless communications equipment, audio/video conferencing, and others, for one-way or two-way transmission. To improve educational knowledge, e-learning makes use of interactive technology and communication infrastructure. It has the ability to change how we typically teach and learn across the board. It will improve standards and increase long-term learning involvement. Although it cannot completely replace teachers and lecturers, it will improve the quality and scope of their instruction and reduce the time spent on administration. Each learner will be changed to reach his or her full potential, and it will make it easier to give an academic force the freedom to change. It makes a very ambitious educational system for an emerging learning society feasible. As demand grows, there is a need to standardise the E-learning system and to use new technologies to raise the standard of the current system. Despite the fact that many corporations and academic institutions have previously adopted various standards, there are still certain issues with these standards' benefits and drawbacks that must be addressed by incorporating new technical standards into the current norms to improve their usability and systematicity
This document describes the design and implementation of a virtual classroom system. It discusses how traditional classroom teaching has limitations in terms of time and place constraints. A virtual classroom system was developed using PHP and MySQL to address these limitations. The system allows course materials to be presented online using multimedia and hypermedia, providing flexibility and interactivity for learning. It has modules for students to access course content, answer questions, check their performance, and participate in discussion forums. The system aims to enhance the learning experience by making it more flexible and available anywhere with an internet connection.
The document discusses using ontologies and semantic web technologies to improve matching between learning objects and user preferences in e-learning systems like Moodle. It proposes building an ontology to semantically annotate learning objects and user profiles, then using that ontology to more effectively retrieve and customize learning content for each user. The author implemented this approach in Moodle to automatically manage course registration based on various student factors represented in the ontology. The goal is to make the learning process more personalized and improve tracking of student progress.
Mahara is an open source ePortfolio platform that allows users to collect and display work, reflections, and other information online. It has three main components - profile management, evidence management, and social networking. Several universities use Mahara including Dublin Institute of Technology, Newham University College, and the Royal College of Surgeons in Ireland Institute of Leadership. These institutions have found ePortfolios to be useful for areas like professional development, reflective practice, competency demonstration, and integrating technology into the learning process.
This document provides an overview of an e-learning training for academic staff on the basics of Moodle and course management. It discusses the objectives of the training, which are to enhance learning with ICT, establish autonomous learning, and provide skills in using e-learning platforms. It also outlines some prerequisites for successful e-learning, including teacher skills and the availability of technology. Key aspects of Moodle covered include learning management systems, advantages and challenges of e-learning, and how to create and manage courses using various activities and resources in Moodle.
Enriching E-Learning with web Services for the Creation of Virtual Learning P...IJERDJOURNAL
ABSTRACT:- The study aims at creation of virtual learning environment(VLE) using the context of web services .Now-a-days eLearning is gaining a wide spread acceptance since its inception. Much of the effort is placed on developing rich educational content & create global platform in which Information and Communication Technologies (ICTs) are used to transform education. Therefore education system need to be redesigned in a better way for which amalgamation of web services with eLearning is considered to solve the complex problems. The author tries to describe the web services architecture with the incorporation of eLearning that has defined a new way of learning. With the emergence of computer technology and urbane softwares, there is every possibility of enriching learning experience of students. Gamification, StoryBoard, Bring Your Own Device (BYOD), Localization are considered as supporting services for boosting up knowledge management process. Group Discussions, Twitter chats, Skype calls are performed in social learning. Web 2.0 services such as as blogs promote content creation, wikis make user enable of creating editable contents.
Recent Trends in E-Learning and Technologies IIJSRJournal
This work centers around the various advances accessible to help instructing and learning in e-Learning frameworks whose significance for schooling educators and framework designers is obvious. It is important to decide the most fitting e-learning advances to help the individual necessities in instructing, which make it conceivable to give the best learning freedoms to understudies, considering the current circumstance where instructive frameworks have quick requests got from the Covid 19 pandemic, which makes homeroom based instructive practices offer way to far off exercises. There are as of now drifts in the improvement of an assortment of accessible advances which might be outlined in Web environments and Virtual Reality among other arising advances; subsequently, the choice to utilize a specific innovation should be founded on strong exploration and obvious proof. This article audits a considerable lot of these e-Learning framework innovations and gives data, about their utilization, openings and patterns being developed.
This survey analyzed the usage of information and communication technologies (ICT) among different groups at Angola High Polytechnic School. 441 participants including teachers, administrative staff, and students completed a questionnaire. The most commonly used devices for internet access were mobile phones, laptops, and tablets. The widest used ICT tools were social networks like Facebook and file sharing tools. Among teachers, social networks, file sharing tools, and wikis were most familiar. Students were most familiar with social networks, file sharing tools, wikis, and learning management systems like Moodle. The survey provided insight into the adoption of various ICT tools to support teaching and learning at this institution.
Learn Now is proposing to offer online learning courses using the Moodle learning management system. Moodle allows for a constructivist approach and social collaboration between students. It has many beneficial tools and is free and open source. Several institutions have switched from Blackboard to Moodle due to cost and functionality. While Moodle has some disadvantages compared to Blackboard, investing in Learn Now could help many learners by increasing access to education and allowing them to learn flexibly.
The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.
This document provides an analysis and plan for training faculty members at Duquesne University on using online communication tools to engage students. It follows the ADDIE model of instructional design, which includes analysis, design, development, formative evaluation, implementation, and summative evaluation. The needs analysis identified a need to train faculty on tools like discussion boards, blogs, wikis and messaging to enhance online interaction. The target audience consists of 13 faculty from various departments who will complete the online training modules in Blackboard. The analysis of learners found they have basic computer skills but varying experience with technology for teaching.
This document discusses e-learning and virtual learning environments (VLEs). It begins by defining a VLE as a computer-mediated environment for online education. Popular VLE platforms mentioned include Moodle, Atutor, Ilias, Dokeos, Sakai, and Blackboard. The document then discusses the key components of an e-learning system, including a learning management system, content management system, learning content management system, and more. It emphasizes that for an e-learning system to be successful, attention must be paid to technology, software, design, pedagogy, media, and economics. Effective content and activity design are also highlighted as important.
This document discusses e-learning and virtual learning environments (VLEs). It begins by defining a VLE as a computer-mediated environment for online education. Popular VLE platforms mentioned include Moodle, Atutor, Ilias, Dokeos, Sakai, and Blackboard. The document then discusses the key components of an e-learning system, including a learning management system, content management system, learning content management system, and more. It emphasizes that for an e-learning system to be successful, attention must be given to technology, software, design, pedagogy, media, and economics. Effective content and activity design are also highlighted as important factors.
This document discusses e-learning and virtual learning environments (VLEs). It begins by defining a VLE as a computer-mediated environment for online education. Popular VLE platforms mentioned include Moodle, Atutor, Ilias, Dokeos, Sakai, and Blackboard. The document then discusses the key components of an e-learning system, including a learning management system, content management system, learning content management system, and more. It emphasizes that for an e-learning system to be successful, attention must be paid to technology, software, design, pedagogy, media, and economics. Effective content and activity design are also highlighted as important factors.
This document discusses e-learning and virtual learning environments (VLEs). It begins by defining a VLE as a computer-mediated environment for online education. Popular VLE platforms mentioned include Moodle, Atutor, Ilias, Dokeos, Sakai, and Blackboard. The document then discusses the key components of an e-learning system, including a learning management system, content management system, learning content management system, and more. It emphasizes that for an e-learning system to be successful, attention must be paid to technology, software, design, pedagogy, media, and economics. Effective content and activity design are also highlighted as important.
"Financial Odyssey: Navigating Past Performance Through Diverse Analytical Lens"sameer shah
Embark on a captivating financial journey with 'Financial Odyssey,' our hackathon project. Delve deep into the past performance of two companies as we employ an array of financial statement analysis techniques. From ratio analysis to trend analysis, uncover insights crucial for informed decision-making in the dynamic world of finance."
Beyond the Basics of A/B Tests: Highly Innovative Experimentation Tactics You...Aggregage
This webinar will explore cutting-edge, less familiar but powerful experimentation methodologies which address well-known limitations of standard A/B Testing. Designed for data and product leaders, this session aims to inspire the embrace of innovative approaches and provide insights into the frontiers of experimentation!
End-to-end pipeline agility - Berlin Buzzwords 2024Lars Albertsson
We describe how we achieve high change agility in data engineering by eliminating the fear of breaking downstream data pipelines through end-to-end pipeline testing, and by using schema metaprogramming to safely eliminate boilerplate involved in changes that affect whole pipelines.
A quick poll on agility in changing pipelines from end to end indicated a huge span in capabilities. For the question "How long time does it take for all downstream pipelines to be adapted to an upstream change," the median response was 6 months, but some respondents could do it in less than a day. When quantitative data engineering differences between the best and worst are measured, the span is often 100x-1000x, sometimes even more.
A long time ago, we suffered at Spotify from fear of changing pipelines due to not knowing what the impact might be downstream. We made plans for a technical solution to test pipelines end-to-end to mitigate that fear, but the effort failed for cultural reasons. We eventually solved this challenge, but in a different context. In this presentation we will describe how we test full pipelines effectively by manipulating workflow orchestration, which enables us to make changes in pipelines without fear of breaking downstream.
Making schema changes that affect many jobs also involves a lot of toil and boilerplate. Using schema-on-read mitigates some of it, but has drawbacks since it makes it more difficult to detect errors early. We will describe how we have rejected this tradeoff by applying schema metaprogramming, eliminating boilerplate but keeping the protection of static typing, thereby further improving agility to quickly modify data pipelines without fear.
Learn SQL from basic queries to Advance queriesmanishkhaire30
Dive into the world of data analysis with our comprehensive guide on mastering SQL! This presentation offers a practical approach to learning SQL, focusing on real-world applications and hands-on practice. Whether you're a beginner or looking to sharpen your skills, this guide provides the tools you need to extract, analyze, and interpret data effectively.
Key Highlights:
Foundations of SQL: Understand the basics of SQL, including data retrieval, filtering, and aggregation.
Advanced Queries: Learn to craft complex queries to uncover deep insights from your data.
Data Trends and Patterns: Discover how to identify and interpret trends and patterns in your datasets.
Practical Examples: Follow step-by-step examples to apply SQL techniques in real-world scenarios.
Actionable Insights: Gain the skills to derive actionable insights that drive informed decision-making.
Join us on this journey to enhance your data analysis capabilities and unlock the full potential of SQL. Perfect for data enthusiasts, analysts, and anyone eager to harness the power of data!
#DataAnalysis #SQL #LearningSQL #DataInsights #DataScience #Analytics
4th Modern Marketing Reckoner by MMA Global India & Group M: 60+ experts on W...Social Samosa
The Modern Marketing Reckoner (MMR) is a comprehensive resource packed with POVs from 60+ industry leaders on how AI is transforming the 4 key pillars of marketing – product, place, price and promotions.
Analysis insight about a Flyball dog competition team's performanceroli9797
Insight of my analysis about a Flyball dog competition team's last year performance. Find more: https://github.com/rolandnagy-ds/flyball_race_analysis/tree/main
The Ipsos - AI - Monitor 2024 Report.pdfSocial Samosa
According to Ipsos AI Monitor's 2024 report, 65% Indians said that products and services using AI have profoundly changed their daily life in the past 3-5 years.
Global Situational Awareness of A.I. and where its headedvikram sood
You can see the future first in San Francisco.
Over the past year, the talk of the town has shifted from $10 billion compute clusters to $100 billion clusters to trillion-dollar clusters. Every six months another zero is added to the boardroom plans. Behind the scenes, there’s a fierce scramble to secure every power contract still available for the rest of the decade, every voltage transformer that can possibly be procured. American big business is gearing up to pour trillions of dollars into a long-unseen mobilization of American industrial might. By the end of the decade, American electricity production will have grown tens of percent; from the shale fields of Pennsylvania to the solar farms of Nevada, hundreds of millions of GPUs will hum.
The AGI race has begun. We are building machines that can think and reason. By 2025/26, these machines will outpace college graduates. By the end of the decade, they will be smarter than you or I; we will have superintelligence, in the true sense of the word. Along the way, national security forces not seen in half a century will be un-leashed, and before long, The Project will be on. If we’re lucky, we’ll be in an all-out race with the CCP; if we’re unlucky, an all-out war.
Everyone is now talking about AI, but few have the faintest glimmer of what is about to hit them. Nvidia analysts still think 2024 might be close to the peak. Mainstream pundits are stuck on the wilful blindness of “it’s just predicting the next word”. They see only hype and business-as-usual; at most they entertain another internet-scale technological change.
Before long, the world will wake up. But right now, there are perhaps a few hundred people, most of them in San Francisco and the AI labs, that have situational awareness. Through whatever peculiar forces of fate, I have found myself amongst them. A few years ago, these people were derided as crazy—but they trusted the trendlines, which allowed them to correctly predict the AI advances of the past few years. Whether these people are also right about the next few years remains to be seen. But these are very smart people—the smartest people I have ever met—and they are the ones building this technology. Perhaps they will be an odd footnote in history, or perhaps they will go down in history like Szilard and Oppenheimer and Teller. If they are seeing the future even close to correctly, we are in for a wild ride.
Let me tell you what we see.
Orchestrating the Future: Navigating Today's Data Workflow Challenges with Ai...Kaxil Naik
Navigating today's data landscape isn't just about managing workflows; it's about strategically propelling your business forward. Apache Airflow has stood out as the benchmark in this arena, driving data orchestration forward since its early days. As we dive into the complexities of our current data-rich environment, where the sheer volume of information and its timely, accurate processing are crucial for AI and ML applications, the role of Airflow has never been more critical.
In my journey as the Senior Engineering Director and a pivotal member of Apache Airflow's Project Management Committee (PMC), I've witnessed Airflow transform data handling, making agility and insight the norm in an ever-evolving digital space. At Astronomer, our collaboration with leading AI & ML teams worldwide has not only tested but also proven Airflow's mettle in delivering data reliably and efficiently—data that now powers not just insights but core business functions.
This session is a deep dive into the essence of Airflow's success. We'll trace its evolution from a budding project to the backbone of data orchestration it is today, constantly adapting to meet the next wave of data challenges, including those brought on by Generative AI. It's this forward-thinking adaptability that keeps Airflow at the forefront of innovation, ready for whatever comes next.
The ever-growing demands of AI and ML applications have ushered in an era where sophisticated data management isn't a luxury—it's a necessity. Airflow's innate flexibility and scalability are what makes it indispensable in managing the intricate workflows of today, especially those involving Large Language Models (LLMs).
This talk isn't just a rundown of Airflow's features; it's about harnessing these capabilities to turn your data workflows into a strategic asset. Together, we'll explore how Airflow remains at the cutting edge of data orchestration, ensuring your organization is not just keeping pace but setting the pace in a data-driven future.
Session in https://budapestdata.hu/2024/04/kaxil-naik-astronomer-io/ | https://dataml24.sessionize.com/session/667627
Codeless Generative AI Pipelines
(GenAI with Milvus)
https://ml.dssconf.pl/user.html#!/lecture/DSSML24-041a/rate
Discover the potential of real-time streaming in the context of GenAI as we delve into the intricacies of Apache NiFi and its capabilities. Learn how this tool can significantly simplify the data engineering workflow for GenAI applications, allowing you to focus on the creative aspects rather than the technical complexities. I will guide you through practical examples and use cases, showing the impact of automation on prompt building. From data ingestion to transformation and delivery, witness how Apache NiFi streamlines the entire pipeline, ensuring a smooth and hassle-free experience.
Timothy Spann
https://www.youtube.com/@FLaNK-Stack
https://medium.com/@tspann
https://www.datainmotion.dev/
milvus, unstructured data, vector database, zilliz, cloud, vectors, python, deep learning, generative ai, genai, nifi, kafka, flink, streaming, iot, edge
2. 335Carolina Costa et al. / Procedia Technology 5 (2012) 334 – 343
collection of data, processing of information and knowledge creation, being the teaching and learning one of
the most typical processes having these characteristics.
ICTs play an important role in education, having a special relevance in the instructional component,
supported by Learning Management Systems (LMS), such as Moodle. However, these platforms have many
capabilities provided that they are used in their fullness. For example, interaction, feedback, conversation and
networking are some of the possible actions using learning platforms. Furthermore, they provide a lot of
opportunities to explore new methods of teaching and learning. Particularly, the Moodle platform adopted by
the University of Aveiro (UA) integrates several modules which allow creation, organization, delivery,
communication, collaboration and assessment activities.
The present paper analyses the main functionalities and tools available in the Moodle platform and their use
by the UA. Additionally, it discusses the results of a study carried out in the Department of Economics,
Management and Industrial Engineering (DEGEI) through the application of a questionnaire to students with
the objective of characterizing the use they make of the Moodle and of its main tools. In this way, the paper
intends to contribute to a systematization of the activities and the respective modules provided by Moodle, as
well as their importance in the students’ perspective, revealed in an exploratory study.
2. E-learning platforms
There are different expressions used to describe educational computer applications, such as e-learning
Systems, Learning Management Systems (LMS), Course Management System (CMS) or even Virtual
Learning Environment (VLE). In these systems, students can access courses’ contents in different formats
(text, image, sound), as well as interact with teachers and/or colleagues, via message boards, forums, chats,
video-conference or other types of communication tools [1]. These platforms provide a set of configurable
features, in order to allow the creation of online courses, pages of subjects, work groups and learning
communities [2]. In addition to the pedagogical dimension, these systems have a set of features for
registering, monitoring and evaluation activities of students and teachers, enabling the contents’ management
via Internet. According to the approach of Piotrowski [3], an e-learning platform represents a system, which
provides integrated support for six different activities: creation, organization, delivery, communication,
collaboration and assessment.
In a technical perspective, there are different types of LMS, some of them representing commercial
solutions (such as Blackboard/WebCT) and others open-source solutions (such as Moodle). Regardless the
type, several studies revealed the existence of strong advantages on using e-learning platforms [4-6], however,
their adoption involves some challenges to the institutions as well as an appropriate choice of the technologic
platform.
Concerning open-source solutions, there are some studies that identify the Moodle (Modular
Object-Oriented Dynamic Learning Environment) as the most used platform in higher education, as well as
the most easy to use [2, 7-14].
2.1. Moodle platform
The Moodle represents one of the most widely used open-source e-learning platforms, that enables the
creation of a course website, ensuring their access only to enrolled students [15]. This platform allows the
exchange of information among users geographically dispersed, through mechanisms of synchronous (chats)
and asynchronous communication (discussion forums). In a functional perspective, it has easily configurable
features, allowing the creation of student assessment processes (quizzes, online tests and surveys), as well as
managing their tasks with their timetable [4, 16-17], besides offering a wide variety of complementary tools to
3. 336 Carolina Costa et al. / Procedia Technology 5 (2012) 334 – 343
support the teaching and learning process.
Table 1. Activities and modules of the Moodle platform.
Activity Module Description
Creation Database allows to build, display and search a bank of record entries about any topic [19];
allows to share a collection of data [15];
Organization Lessons represent a set of ordered topics summarizing the instructional materials [15] and allow the
access to them through the respective link;
Delivery Assignments allow teachers to collect work from students [15];
allow teachers to evaluate the student's work and provide feedback including grades, in a
private mode [19];
allow students to upload assignment files [15, 20];
Workshops represent a peer assessment activity with many options [19];
allow students to submit their work via an online text tool and attachments [19];
Communication Chats allow synchronous conversation [20];
Forums represent a communication tool where students and teachers can exchange ideas by posting
comments [15, 19];
News represent a special forum for general announcements [19];
allow teachers to add posts and to send emails [19];
Collaboration Glossary allows creating and maintaining a list of definitions [19];
represents a mechanism for collaborative activities that can be restricted to entries made by
the teacher [19];
Wikis allow users to edit collaborative Web pages [15];
provide space for collaborative work [15, 20];
Assessment Choice allows teachers to ask questions and specify multiple choice answers [19];
represents a useful mechanism to stimulate thinking about a topic [19];
Quiz allows teachers to design and build quizzes with a variety of questions, with different types
of answers, such as multiple choice, true/false, short answer [15];
Survey allows teachers to gather feedback from students using prepackaged questionnaires [15,
19];
Feedback allows teachers to create surveys to collect feedback [19];
Reusability* SCORM represent specifications that enable interoperability, accessibility and reusability of the
learning content [19];
represent tools that enable SCORM packages to be included in the course [15];
External tools enable interaction with compliant learning resources (eg. Learning Tools Interoperability)
and activities on other Web sites [19];
provide access to new activities’ types or materials [19];
* This term is not included in the classification by Piotrowski [3].
According the classification presented by [18] the Moodle platform is characterized by a set of
functionalities grouped in two different classes: resources and modules. Resources represent instructional
materials that are usually created in digital formats and then uploaded to the platform. Web pages, PowerPoint
files, word documents, flash animations, video and audio files represent some examples of these resources.
Modules are components created via Moodle in order to provide interaction among students and teachers
towards manipulation and content transformation [18]. In this context, the Moodle platform provides several
4. 337Carolina Costa et al. / Procedia Technology 5 (2012) 334 – 343
modules, such as Database, Lessons, Assignments, Workshops, Chats, Forums, News, Glossary, Wikis,
Choice, Quiz, Survey, Feedback, SCORM (Sharable Content Object Reference Model) and External tools
[19].
Regarding the activities of the learning platforms [3] presents a classification based on six classes:
Creation, Organization, Delivery, Communication, Collaboration and Assessment. Table 1 presents these
activities, their correspondence to the modules, and a brief description based on the instantiation of some
features that are possible to perform with them.
3. Methodology
In this study the Moodle of the UA (Moodle@UA) was examined through a content analysis,
complemented with a non-structured interview carried out with the responsible for the platform at UA.
Afterwards, the use of Moodle’ tools by students from the University of Aveiro, Portugal was analysed. The
data was collected through a paper-based questionnaire developed on the basis of the literature review and
validated through the referred interview, and applied to 278 students who were attending to subjects of the
responsibility of the DEGEI of the UA. The questionnaire consisted of the following sections:
Section 1 – Characterization of the participants in terms of: gender, age, course and degree attended type of
device and network used to access the Internet, purpose of the access on the learning context and average time
of use of the Internet per day for learning purposes.
Section 2 – Characterization of the general use of the Moodle’ platform in terms of: number of accesses
per month, purpose of use, and format of information accessed/posted.
Section 3 – Characterization of the use of Moodle’ tools (yes/no) and quantification of the degree of
importance assigned to the use of each tool.
The collected data were analysed using the IBM SPSS Statistics 19 software. First, a descriptive analysis
was performed, in order to characterize the behaviour of each variable measured. Afterwards, paired samples
t-tests were done in order to verify whether there were statistically significant differences between the average
importance to each Moodle tools between the groups that use and do not use the tools.
4. Results and discussion
This section is organized in two sub-sections. In the first one, the Moodle of the UA is briefly examined,
and in the second one, the questionnaire’ results are analysed.
4.1. The Moodle of the UA
The Moodle is the e-learning platform adopted by the University of Aveiro (Moodle@UA) and was
characterized through a content analysis complemented with an interview with the responsible for this
platform at the UA.
The Moodle@UA incorporates a set of tools that can be used in the teaching and learning process
classified in two groups: (i) The configured modules from the standard Moodle platform that provide
interaction among students and teachers namely Assignments/Workshops, Chats, Forums, News and
Quiz/Survey (see Table 1) and (ii) the external tools that are incorporated in the platform, in particular Blogs
UA, Wikis UA, Questionnaires and Video-conference. These extended tools are characterized in Table 2, with
a brief description of the functionalities and software used to support them.
5. 338 Carolina Costa et al. / Procedia Technology 5 (2012) 334 – 343
Table 2. Extended tools of Moodle@UA.
Extended tool of
Moodle@UA
Description
Blogs UA allow to discuss, share ideas and answer questions; software used - WordPress;
Wikis UA
represent services used by teachers, students or researchers, within the activities, projects or research;
software used - MediaWiki;
Questionnaires
represent services to implement and deliver online questionnaires, used to collect data in activities of
teaching and research; software used - LimeSurvey;
Video-conference allows real time communication; software used - BigBlueButton;
4.2. The usage of the Moodle platform by UA’ students
In this sub-section the usage of the Moodle platform by the students of the UA is considered, through the
analysis of the results obtained from a questionnaire applied to 278 of them (see section 3). The section is
organized as the questionnaire’ components, namely: characterization of the participants, general
characterization of the use of the Moodle’ platform and characterization of the use of the Moodle’ tools.
4.2.1. Characterization of the participants
The participants were 150 female and 128 male. The average age of respondents was 21.8 years old
(s=3.42), being the minimum 18 years old and the maximum 51 years old. Table 3 presents the distribution of
the number of students per course and degree (there was 1 missing value).
Table 3. Number of respondents attending the courses and degrees.
Undergraduate Master
Management 41 ---
Tourism 20 16
Economy 39 ---
Management and Industrial Engineering 75 30
Languages and Business Relations 21 ---
Others 18 17
Total 214 63
In can be observed that most of the participants were undergraduate students (77%) and also that most of
them were from Management and Industrial Engineering at both undergraduate (35%) and master (48%)
levels.
Regarding the devices used to access the Internet, all the respondents referred the Computer and about 29%
mentioned they additionally use the Mobile phone.
It was verified that 93% of the participants referred the use of a private network, while the remaining 7%
mentioned that they do not have access to the Internet at home. The network from the University (UA) was
referred by 87% of respondents and 35% of the students referred the use of networks from public spaces.
6. 339Carolina Costa et al. / Procedia Technology 5 (2012) 334 – 343
268 260
176
122
0
100
200
300
email
Search
ReadNews
SocialNetworks
52
132
53
21
10
3 1 0 1 1 1
0
20
40
60
80
100
120
140
[0,1[
[1,2[
[2,3[
[3,4[
[4,5[
[5,6[
[6,7[
[7,8[
[8,9[
[9,10[
[10,11[
Average time of use
Fig. 1. (a) Number of respondents that use the Internet for each purpose for learning; (b) Histogram of the average time of use of the
Internet per day for learning purposes.
Students were also asked about the general purposes for which they used the Internet on the learning
context. Fig. 1. (a) presents the number of respondents that referred each of the purposes. It can be noted that
‘email’ and ‘Search’ are the most mentioned purposes by respondents and that ‘Social Networks’ are not so
used in this context.
Concerning how long participants use the Internet per day on the learning context, it can be noticed that on
average, respondents use the Internet about 1.5 hours per day (s=1.22). Fig. 1. (b) presents the histogram of
the referred variable.
4.2.2. Characterization of the general use of the Moodle platform.
The use of the Moodle was analysed through the frequency of access, the purpose of the accesses and the
formats of the information accessed or posted.
Fig. 2. presents the histogram of participants’ answers about the frequency of monthly usage of the Moodle
(there were 4 missing values). As there were 4 severe outliers that had a number of accesses extremely high
(from 210 to 600), it was decided to remove these cases from the analysis of this variable. On average,
students access the Moodle about 49 times per month (s=35.2).
It is interesting to note that there can be distinguished three groups of users from Fig. 2., namely: (1) those
that have a low frequency of access (51%, 0-40h), (2) those that have an intermediate frequency of access
(41%, 60-100h) and (3) those with a high frequency of access (7%, 120-160h).
Regarding the purpose of use of the Moodle, it can be seen in Fig. 3. (a) that the main ones are ‘Download
materials’, mentioned by about 98% the respondents and ‘See news’, mentioned by about 84% of them.
‘Deliver assignments’, ‘Communicate with teachers’ and ‘Ask questions’, in this order, are much less
mentioned.
59
80
2
75
36
0
9 9
0
20
40
60
80
100
[0,20[
[20,40[
[40,60[
[60,80[
[80,100[
[100,120[
[120,140[
[140,160[
Average number of accesses per month
Fig. 2. Histogram of the average number of accesses per month to the Moodle.
7. 340 Carolina Costa et al. / Procedia Technology 5 (2012) 334 – 343
273
233
85
48
22
0
100
200
300
Downloadmaterials
Seenews
Deliverassignments
Communicate
Askqestions
268
257
151
57 55
0
100
200
300
Texts
Slides
Databases
Videos
Images
Fig. 3. (a) Bar chart of the number of respondents using each purpose of Moodle; (b) Bar chart of the number of respondents using each
format.
These results can be interpreted as the Moodle being mainly used as a repository of materials and
information. This hypothesis is reinforced by the analysis of the results presented in Fig. 3. (b), where it can
be observed that the most used materials’ formats that respondents access/post are ‘Texts’ and ‘Slides’.
‘Databases/Worksheets’, ‘Videos’ and ‘Images’ are also referred, but much less used than the first ones.
Six of the students identified ‘Audio’ as another format used in the Moodle.
4.2.3. Characterization of the use of the Moodle tools
The tools refereed in section 4.1 were evaluated through (i) their use (or not) by the respondents and (ii)
the degree of importance respondents assign to their use as a means of promoting the success of the
teaching/learning process.
Table 4 presents the number of users of each tool included in the Moodle@UA and some descriptive
statistics of the respective degree of importance evaluated in a scale of 1 (unimportant) to 5 (very important).
Table 4. Descriptive statistics of the importance level of the use of the Moodle@UA tools.
Nvalid Nuse Mod Mean s
Assignments 174 103 5 4.15 1.02
Chats 110 18 1 2.45 1.19
Forums 157 76 3 2.97 1.15
News 214 162 4a
,5a
3.90 1.01
Quiz/Survey 112 20 3 3.10 1.31
Blogs UA 137 39 1 2.36 1.17
Wikis UA 127 35 3 2.80 1.18
Questionnaires 148 68 3 3.05 1.13
Video-conference 97 4 1 2.21 1.17
Legend: Nvalid – Number of respondents that answered the question; Nuse – Number of respondents that use the tool;
Mod – sample Mode; Mean – sample mean; s – sample standard deviation; a
– Two modes.
It should be noted that the Moodle tools studied only include the modules and not the resources of the
platform. Thereby, the most mentioned purpose of the Moodle – ‘Download materials’ (see Fig. 3. (a)) – is
not reflected in this analysis.
8. 341Carolina Costa et al. / Procedia Technology 5 (2012) 334 – 343
‘News’ and ‘Assignments’ are the most used Moodle tools and also those that respondents consider the
most important ones. This fact is in line with the results presented in Fig. 3. (a). Again the possibility of the
main utilization of the Moodle being that of a repository of materials and information must be considered.
The Moodle@UA tools can be grouped considering the level of importance assigned to them. Actually,
those considered most important were ‘News’ and ‘Assignments’ (1st
group), followed by ‘Quiz/Survey’,
‘Questionnaires’, ‘Forums’ and ‘Wikis UA’ (2nd
group), with an intermediate level of importance, and finally
those considered less important which were ‘Chats’, ‘Blogs UA’ and ‘Video-conference’.
In order to understand if the importance given to each tool is related with its use, for each tool the sample
was divided in two groups: those who use the tool and those who do not use. A paired sample t-test (with
significance level of 5%) was performed for each tool with the objective of analysing if the differences
between the means of the two groups were statistically significant. Fig. 4 represents the parallel boxplots of
the degree of importance given by the respondents for the two referred groups, and the p-value of the t-test
performed, for each of the tools analysed. The test was not performed for the ‘Video-conference’ because of
its small number of users.
NNo – 71; NYes – 103;
p-value – 0.000
NNo – 92; NYes – 18;
p-value – 0.000
NNo – 81; NYes – 76;
p-value – 0.637
NNo – 52; NYes – 162;
p-value – 0.005
NNo – 92; NYes – 20;
p-value – 0.000
NNo – 98; NYes – 39;
p-value – 0.009
NNo – 92; NYes – 35;
p-value – 0.000
NNo – 80; NYes – 68;
p-value – 0.007
NNo – 93; NYes – 4;
p-value – ---
Fig. 4. Parallel Boxplots of the degree of importance of each Moodle tool for respondents that do not use and use the tool, respectively.
9. 342 Carolina Costa et al. / Procedia Technology 5 (2012) 334 – 343
It can be observed that the students who use the tools give more importance to their implementation in the
teaching/learning process than those who do not use them (the differences are statistically significant at a level
of 5%) for all the tools except the ‘Forums’. This fact can be interpreted as the students having experience
with forums in other contexts and being able to imagine their use on the learning context better than with
other tools. In fact, one of the respondents referred at the end of the questionnaire: “I do not know most of the
Moodle tools presented here and probably if I knew I would have assigned them a greater degree of
importance”.
5. Conclusions and future studies
This paper analysed the main functionalities and tools available in the Moodle platform and their use at the
University of Aveiro. It was found that the Moodle@UA contains some of the main tools of the standard
Moodle platform, like Assignments, Chats, Forums, News and Quiz/Survey. Furthermore, it incorporates
some external tools like Blogs UA, Wikis UA, Questionnaires and Video-conference.
The analysis of the students’ answers to the applied questionnaire revealed that the most mentioned
purpose of the use of the Moodle@UA were ‘Download materials’, ‘News’ and ‘Deliver assignments’ and
that the most used information materials are ‘Texts’ and ‘Slides’. Additionally, students gave more
importance to ‘News’ and ‘Assignments’. These results are compatible with the hypothesis that the
Moodle@UA is being used mainly as a repository of materials and information.
Besides, it can be noticed that students that use the tools typically assign more importance to them, being
the difference statistically significant at 5% (except for Forums).
It can also be noted that the not so used tools and thus not so important for students, enable the interaction,
the collaboration and the real time communication.
To overcome the constraints just presented it should be taken into account that the successful use of
e-learning platforms in the teaching and learning context critically depends on the teachers having knowledge
about the tools, being aware of how they should be used and being capable of organizing all the
communication process.
As future work it is considered important to perform a careful analysis of the underlying reasons for the
use, or not, of the e-learning tools by the academic community, as well as to investigate on how these tools
can help on promoting the success of the teaching and learning process.
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