ArticlePublisher preview available

Impact of MOODLE platform on the pedagogy of student and staff: Cross-curricular comparison

Authors:
To read the full-text of this research, you can request a copy directly from the author.

Abstract

In the current Information Age, technology is taking the lead in moving teaching and learning beyond that which was once viewed as typically didactic approach to knowledge acquisition. The outcome of this research paper have explored the importance of MOODLE learning platform and its contribution in promoting flexible teaching, and the need for supported action (through bespoke CPD) to assist teachers / tutors develop differentiated learning resources that has a dual purpose of improving flexibility in learning and assessment outcomes for students. There is also the need to foster collaborative working partnership between curriculum areas through management intervention in appointing dedicated ILT champions to increase teacher confidence in developing interactive teaching and learning resources. In order to make MOODLE learning platform an effective medium for the enhancement of teaching and learning, it is recommended that management incorporate into the college strategic plan(s), a focused induction at the beginning of the academic year for students to familiarise themselves with relevant features of learning / interactive tools available on the platform.
Impact of MOODLE platform on the pedagogy
of students and staff: Cross-curricular comparison
Emerson Abraham Jackson
1,2
Published online: 18 September 2015
#Springer Science+Business Media New York 2015
Abstract In the current Information Age, technology is taking the lead in moving
teaching and learning beyond that which was once viewed as typically didactic
approach to knowledge acquisition. The outcome of this research paper have explored
the importance of MOODLE learning platform and its contribution in promoting
flexible teaching, and the need for supported action (through bespoke CPD) to assist
teachers / tutors develop differentiated learning resources that has a dual purpose of
improving flexibility in learning and assessment outcomes for students. There is also
the need to foster collaborative working partnership between curriculum areas through
management intervention in appointing dedicated ILT Champions to increase teacher
confidence in developing interactive teaching and learning resources. In order to make
MOODLE learning platform an effective medium for the enhancement of teaching and
learning, it is recommended that management incorporate into the college strategic
plan(s), a focused induction at the beginning of the academic year for students to
familiarise themselves with relevant features of learning / interactive tools available on
the platform.
Keywords MOODLE.Collaboration .Socialisat ion .Qualification.Su bjectificatio n .E-
Learning
Educ Inf Technol (2017) 22:177193
DOI 10.1007/s10639-015-9438-9
A doctoral researcher at the Centre of West African Studies [researching Forest Policy, Livelihood and
Governance] and an affiliate member of the Chartered Institute Forest. Also a teacher of ICT and an action
researcher in the area of learning technology.
*Emerson Abraham Jackson
emersonjackson69@gmail.com; EAJ392@bham.ac.uk
1
111 Alamein Gardens, Dartford, Kent DA2 6BW, UK
2
Chartered Institute of Foresters, Edinburgh, UK
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
... Regarding Moodle, its efficacy as an online learning tool, as supported by Jackson (2017) and reinforced by Alkhanak andAbdul (2011), andH€ olbl andWelzer (2015), is mirrored in our study. Moodle's ability to replicate face-to-face interactions virtually further validates the theory of connectivism, which posits that digital platforms can facilitate meaningful educational connections (Siemens, 2005). ...
Article
Full-text available
In the context of an abrupt shift to online learning, particularly during the COVID-19 pandemic, this study examines the efficacy of Emergency Remote Teaching (ERT) and derives important insights from this transformation. The research investigated ERT's application at Arabian Gulf University (AGU), especially within its College of Graduate Studies (CGS). Employing a mixed-methods approach, blending quantitative and qualitative techniques through two specifically designed questionnaires, the study gathered input from 98% of CGS students and 96% of faculty members. The analysis centered on using platforms such as Zoom and Moodle, integrating diverse teaching strategies, and overall satisfaction with ERT. The findings indicate a gradual increase in satisfaction levels with ERT among students and faculty, reaching its zenith towards the study period’s conclusion. Importantly, these satisfaction levels did not vary significantly based on gender or academic qualification. The outcomes suggest that given AGU's heterogeneous student body, ERT can effectively replace traditional teaching methods in both crisis situations and regular conditions. Nonetheless, the paper underscores AGU's need to develop precise guidelines and policies for an effective blended learning approach. The implications of this study extend broadly, offering valuable insights for global universities that primarily employ traditional teaching techniques. It contributes to the conversation regarding higher education institutions’ capacity to adapt to ERT, highlighting both the challenges and opportunities in contexts where, traditionally, only in-person taught degrees are prevalent.
... One of them, which is widely used and has proven to be very easy to install and adopt across the globe, is Moodle [4]. In fact, many authors have studied the impact of such platform systems in education nowadays [5]. Studies vary from how to efficiently install it [6] to how to use it in different contexts, including in higher education [7], universities [8], or in different environments such as online gamification [9]. ...
Conference Paper
The aim of this project is to present the experiences of primary and secondary school students when they use the Moodle learning platform as an e-learning system for the first time. We would like to evaluate these initial experiences that primary and secondary students have had when using Moodle for the first time and provide recommendations on how to avoid any difficulties that may arise for future students who will also be using this e-learning platform. As a result, over 70% of the participants in the two groups had a positive first experience using Moodle, and would like to have the rest of their courses run on the same e-learning platform.
... Collaborative learning, a key component of socio-cultural theory, is further enriched by the integration of AI tools (Jackson, 2017;Jackson, 2015). Virtual collaboration platforms, supported by AI, enable students to work together on projects, share ideas, and receive real-time feedback. ...
Preprint
This theoretical review explores the evolution of artificial intelligence (AI) and its impact on teaching and learning in the digital age. Investigating AI's integration into educational settings, the paper synthesises theoretical frameworks, empirical studies, and emerging trends. Drawing on constructivist, socio-cultural, and cognitive learning theories, the review analyses AI's implications for educational practices. It traces the historical development of AI in education, highlighting key milestones and the evolution of AI technologies. The paper adopts a theoretical framework to comprehensively analyse AI's impact, focusing on intelligent tutoring systems, adaptive learning platforms, virtual reality, natural language processing, and gamification. Theoretical foundations underscore AI's role in active learning, personalised environments, social interaction, and cognitive load management. The review addresses challenges, including equity, ethical considerations, and the evolving role of educators. It emphasises the need for clear ethical guidelines, professional development for educators, and ongoing research to navigate the evolving landscape of AI in education. Theoretical implications suggest a nuanced synthesis of technology and pedagogy, acknowledging the dynamic interplay between the two, and call for continued research to address technical challenges, ethical considerations, and effective strategies for professional development in this dynamic intersection of technology and education.
... O uso de Sistemas de Gestão de Aprendizagem ou Ambientes Virtuais de Aprendizagem, também conhecidos como Learning Management System (LMS), pela comunidade acadêmica tem crescido em larga escala nos últimos anos 35 . Em diversos estudos incluídos nesta revisão, percebemos o uso de plataformas como por exemplo Google Classroom 13,16 , Moodle 11,13 e Blackboard 22 . ...
Article
Full-text available
Objetivo: Mapear o conhecimento sobre os principais desafios e as possíveis oportunidades advindas do ensino remoto emergencial durante a pandemia do COVID-19 sob a perspectiva de docentes e discentes dos cursos de ensino superior das áreas de Ciências da Saúde. Método: Trata-se de uma revisão de escopo pautada nas recomendações do The Joanna Briggs Institute. Foram realizadas buscas em duas bases de dados, a fim de identificar estudos primários publicados em português, inglês e espanhol, entre os anos de 2020 e 2021, das quais foram identificadas 15 publicações que abordavam o ensino remoto emergencial em cursos de ensino superior da área de saúde. Resultados: Das publicações analisadas, 73,3% eram estudos transversais. Sete dos estudos tiveram os discentes como grupo de estudo, quatro abordaram a perspectiva docente, e três trouxeram a percepção conjunta de discentes e docentes. Os principais desafios identificados foram: o cumprimento das atividades de prática clínica, o distanciamento e menor interação entre pares, aumento da carga de trabalho, dificuldade/disparidade no acesso à internet e problemas técnicos, presença de distratores dificultando foco e motivação, dificuldade de manter atenção nesta modalidade de ensino, qualidade do ensino, baixa adesão dos discentes, insatisfação com as atividades em grupo e dificuldades em relação ao uso do dispositivo. Como oportunidades, a flexibilidade das aulas, o uso de tecnologias interativas, economia de tempo, melhoria de interação entre os discentes e docentes, possibilidades de cooperação vencidas pela barreira física. Conclusão: Do ponto de vista de discentes e docentes existiram inúmeros desafios sociais, tecnológicos (acesso e conhecimento) e pedagógicos. No entanto, este contexto também trouxe novas oportunidades, que devem ser refletidas e analisadas pela comunidade acadêmica como pontos positivos, e incorporadas estrategicamente a fim de transformar o sistema educacional.
... Moodle helps to develop differentiated learning resources that have a dual purpose to improve flexibility in student's learning and assessment outcomes for students [19]- [21]. In a Moodle course, "activity" is feature suitable to design assignments and assessments. ...
Conference Paper
Students can lose attention and gain minimal understanding once teachers use a single instructional strategy despite the various students’ learning styles. The students’ lack of engagement is improved by implementing differentiated learning. Universiti Tenaga Nasional, in its blended learning initiative, explores the possibilities to provide differentiated learning via its Moodle learning management system. The suitability of using Moodle LMS to provide differentiated learning needs to be studied. A study is done for EECB423 Data Communication and Network course to propose the process of designing learning paths via “Lesson” activity. The design of the learning paths, which is based on flowcharts, use contents in various forms such as videos, quizzes and reading tasks. The flowcharts are seen to be helpful in guiding the teachers to align and link topics and to provide assessment in a way that enhances students’ learning experience.
Article
Full-text available
In Sierra Leone, higher educational institutions to date lack equipment, infrastructure, and quality electronic learning materials. ICT has not yet become a catalyst for transformational change in the educational system. Most of the efforts to embrace ICT in the national education system have proved futile due to high cost of acquisition of necessary equipment by the users and lack of adequate investment in the national ICT infrastructure. The objective of this paper is in two-folds. First, to examine the current state of ICT use and e-learning, especially as it relates to its impact on teaching and learning. Second, to identify potential areas for improvements with recommendations for policymakers, educators, and other stakeholders on how to leverage the potential of ICT in higher education. Data was electronically collected through questionnaires administered by students and lecturers in selected higher educational institutions using convenient sampling method. ANOVA statistical technique wise employed for data analysis. Findings from the study revealed that a vast majority of the respondents believe that ICT makes provision for more dynamism with up-to-date learning contents and could improve the overall performance of students. Additionally, the study found that ICT adoption rate in Sierra Leone is weak largely because of lack of ICT knowledge and awareness and the high cost of necessary infrastructure. The paper recommends that due to high cost of technology, Government must support higher educational institutions in their acquisition and maintenance; Institutions should make them a matter of priority and budget for them; and the compulsory use of ICT in the classroom must be encouraged.
Article
Full-text available
Personalized learning is one of the most significant trends in education. The article discusses the in-dividualization of learning to use traditional LMS based on adaptive learning and artificial intelligence technologies. Several of the approaches have been considered, a method based on the construction of a software package connecting an adaptive engine, content source, LMS using the LTI protocol was select-ed for implementation. The developed system for constructing personalized learning paths includes: a competency model, student models, a multi-level content, adaptive engines and a web application that connecting all components. The system is based on the model of competencies, which is a compo-sition of indicators of achievement of competencies. Educational content is developed on the basis of a competency model, tasks are responsible for certain indicator of achievement of competencies and have different complexity. The course is built from micro-modules based on a student’s model and a competency model, the content of which is formed in the learning process using adaptive technologies. The current version of the application is developed on the basis of LMS Moodle using IRT and tested on first-year students.
Article
The study sought to explore students’ and teachers' perspectives on the development of 21st-century employability skills for business students in four different countries through flexible learning pedagogical tools and approaches. Notwithstanding the notable successes recorded in the field of flexible learning over the years, some people are still wondering about the effectiveness of these teaching and learning tools when compared to students being on campus for studies. This study helps to establish the importance of flexible learning pedagogical tools in the development of employability skills for students in business schools across four different continents. The current study argues that flexible learning pedagogical tools should be paid more attention to by higher education providers to encourage and deepen students' learning experience in business schools. The study has shown that some pedagogical tools are more effective in the flexible learning environment than the traditional universities, due to the level of acceptability by the students and academics sampled for this study. Moreover, the use of pedagogical tools such as lectures, class debates, group projects, case studies, internships, technology-embedded tools such as smartphones or iPads, multiple-choice tests, essay tests and term papers were found to be effective and fit for purpose by most of the participants. They linked the level of effectiveness to the employability skills they offer along with factors such as students’ preferences, learning styles, prior learning, motivation, academic choice based on their previous experiences or willingness to deliver certain pedagogical tools, assessment methods, learning cultural aspects and the backgrounds of both academics and students along with where the learning is taking place. It identifies the key tools used within a flexible learning environment such as lectures and especially videos of lectures uploaded on Moodle for the students to access at any time and anywhere (accessibility of learning materials). The study findings revealed role play, case studies, class discussion, group projects, guest speakers, internships, MCQs/essays/term papers, reading, and homework were efficient post-COVID learning in fostering 21st-century employability skills for business students. Also, due to the flexible nature of teaching and learning technology embedded tools such as social media, mobile devices, games, and simulation are becoming more and more popular and adopted by various academics in their teaching pedagogy. The effectiveness of the learning and teaching tools relies on the employability skills undergraduate students develop during their studies. Most of the students and academics sampled for this study were satisfied with the delivery of the course delivery and the level of employability skills developed from them. The main challenge of educators is to identify the key link between pedagogical tools and employability skills they develop and utilise to promote 21st-century graduate skill sets. The current research project confirmed that the flexible learning approach leverages the benefits of pedagogy and learning technology to offer an engaging, educative, and bespoke learning experience that assists business students to realise their potential. It is recommended that learning providers construct and evaluate learning infrastructures, policies, and practices to provide inclusive and accessible learning opportunities that promote successful learner engagement and belonging, to guarantee a positive experience in business schools.
Article
Full-text available
The study aimed at identifying faculty members' point of view on the challenges and suggested developments of the Sultan Qaboos University's distance learning experience in using the Moodle platform in the light of the emerging Coronavirus pandemic "COVID-19. The study has taken into consideration the faculty members’ variables (gender, teaching experience, and technological skills). The sample of the study consisted of 144 faculty members of SQU’s centers and colleges who participated voluntarily. A twoscale assessment instrument has been developed, including the challenges of distance learning and suggestions for the development of distance learning and instruction. A descriptive-analytical approach was used in the study. The results revealed moderate challenges that accompanied the elearning experience from the point of view of the faculty members. It also found statistically significant differences between the views of the faculty members concerning the variables of technological skills, academic rank, and teaching experience. Faculty members also responded to many suggestions to positively activate the Moodle platform in teaching. The most important of which was the need for a clear alternative plan to deal with various crises in the future. The study submitted some recommendations, and future perspectives.
Book
Full-text available
Classroom Observation explores the pivotal role of lesson observation in the training, assessment and development of new and experienced teachers. Offering practical guidance and detailed insight on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals. Illustrated throughout with practical examples from a range of education settings, it considers observation as a means of assessing teaching and learning and also as a way of developing teachers’ skills and knowledge. Key topics include: •The purposes and uses of lesson observation •The socio-political and historical context in which lesson observation has developed •Practical guidance on a range of observation models and methods •Teacher autonomy and professional identity •Performance management, professional standards and accountability •Peer observation, self-observation and critical reflection •Using video in lesson observation. Written for all student and practising teachers as well teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe and how it can be best used to improve teaching and learning.
Article
Full-text available
The paper will discuss the impact that education technology has on the teacher-student experience and does learning really takes place or has the educator been removed from the learning environment. Technology can enhance the teacher-student experience; the study will conclude that the educator-student learning experience can’t be replaced by technology due to human and social elements which technology lacks. Education technology does not have interpersonal interaction and an increase in technology can lead to less interaction within teacher-student interactions. Communication constitutes of 80 through language, while 20% is nonverbal such as writing. Education technology falls into the 20 precent category concluding that it is not the best tool.
Article
Full-text available
The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in education may assist educators to overcome these barriers and become successful technology adopters in the future. This paper provides a meta-analysis of the relevant literature that aims to present the perceived barriers to technology integration in science education. The findings indicate that teachers had a strong desire for to integrate ICT into education; but that, they encountered many barriers. The major barriers were lack of confidence, lack of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be the critical components of technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided to teachers. No one component in itself is sufficient to provide good teaching. However, the presence of all components increases the possibility of excellent integration of ICT in learning and teaching opportunities. Generally, this paper provides information and recommendation to those responsible for the integration of new technologies into science education.
Article
Full-text available
In this manuscript various components of research are listed and briefly discussed. The topics considered in this write-up cover a part of the research methodology paper of Master of Philosophy (M.Phil.) course and Doctor of Philosophy (Ph.D.) course. The manuscript is intended for students and research scholars of science subjects such as mathematics, physics, chemistry, statistics, biology and computer science. Various stages of research are discussed in detail. Special care has been taken to motivate the young researchers to take up challenging problems. Ten assignment works are given. For the benefit of young researchers a short interview with three eminent scientists is included at the end of the manuscript.
Article
M-Learning is a widely topical concept in the 21st century, where people no longer need to worry about having to sit in a static location to explore new knowledge. This study have sought to explore the impact of M-learning devices like iPhone and a range of tablets on postgraduate researchers’ ability to engage positively in the research community. In order to do this, efforts have been made to provide a range of definitions, and with some highlights of potential benefits and limitations of M-Learning devices in general. Literature review on the topic was also explored, and with particular reference to virtual research medium in facilitating continuous support to postgraduate researchers seeking knowledge to engage themselves actively in research using all forms of technology, but specifically M-Learning devices. The distributed structured questionnaire helped immensely in enabling researchers to express their opinions both on the impacts of M-Learning devices on their ability to access resources and the diverse community of postgraduate researchers far and wide. Responses from the interview enabled association between variables to be explored and with recommendations proposed to address the way forward to assist postgraduate researchers increase their prospects of exploring and sharing ideas within the virtual research community.
Article
This paper outlines the major changes in the lives of children in industrially advanced countries associated with the increased interaction with information and communication technologies. The potential opportunities and threats to the cognitive, social, physical and visual development of children are reviewed to emphasize the importance of optimizing the interaction. The change in children's use of technology also poses opportunities and threats for ergonomics that should be noted if the profession is to continue being relevant and useful into this century. The paper ends with a pathway to the development and implementation of guidelines about child information and communication technology use for different groups of guideline users.
Good education in an age of measurement: Ethics, politics, and democracy (Interventions: Education, Philosophy, and Culture)
  • G J J Biesta
  • GJJ Biesta
Biesta, G. J. J. (2011). Good education in an age of measurement: Ethics, politics, and democracy (Interventions: Education, Philosophy, and Culture). UK: Paradigm Publisher.