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... Teachers can design or upload lessons, quizzes, assignments, and discussion forums, all integrated with a grade book for tracking student progress (Ursache et al., 2012). The system allows for flexible configuration, including timed activities, password protection, and set completion deadlines (Brandl, 2005). ...
... Moodle also supports uploading and sharing various file types, such as HTML pages, multimedia files, graphics, videos, and audio recordings (Brandl, 2005). ...
... This approach is crucial for effective learning, as self-regulation enables students to plan, monitor, and direct their educational activities (Wang, 2011 Integrating formative assessment tools, such as the Moodle quiz tool, allows teachers to deliver immediate feedback to students, which can help diagnose learning issues and guide improvements. The automatic feedback feature of Moodle quizzes supports self-directed learning by providing students with insights into their performance and areas for growth (Brandl, 2005). This capability enhances the effectiveness of formative assessment by enabling timely and actionable feedback. ...
Universities and colleges are managing their growth and addressing the rapidly developing framework of technology, as well as the expectations of learners themselves; blended teaching has emerged as an effective model for building the educational formats of the future. In this paper, the author seeks to understand what constitutes blended teaching and how it may redefine higher education. Moreover, combining classroom interactions and digital resources can foster greater learner engagement and motivation, leading to improved learning outcomes. Blended teaching also promotes accessibility and inclusivity by offering a platform for students with diverse backgrounds, schedules, and needs to access quality education. Furthermore, the data-driven nature of blended learning environments enables instructors and institutions to continuously optimize the teaching and learning process, using analytics to identify areas for improvement and implement evidence-based pedagogical strategies. Importantly, blended teaching encourages the integration of innovative educational technologies, such as virtual classrooms, adaptive learning platforms, and collaborative online tools, where digital literacy and self-directed learning are increasingly valuable.
... Υπάρχει ενοποίηση της διδασκαλίας με την έρευνα, σύνδεση της θεωρίας με την πράξη, ακολουθώντας τη σπείρα αναστοχασμού των συμμετεχόντων, που στηρίζεται σε επάλληλους κύκλους σχεδιασμού, δράσης, παρατήρησης, αναστοχασμού και κατόπιν επανασχεδιασμού για βελτίωση (McNiff, 1999). (Brandl, 2005;Filippidi et al., 2010). (2010) (Νταλούκας κ.α., 2016;Giannakos, 2013) πως συμβάλλει στην απόκτηση γνώσεων ευκολότερα από ό,τι στην παραδοσιακή διδασκαλία. ...
... Το δομημένο περιβάλλον του Moodle ευνόησε την πλοήγηση των μαθητών στον χώρο. Η προσέγγιση ήταν πολυαισθητηριακή (Gardner, 1995) και υποστηρίχτηκε η συνοικοδόμηση μέσω της αλληλεπίδρασης των μαθητών (Brandl, 2005;Filippidi et al. 2010 Σαρημπαλίδης & Αντωνίου, 2016; Raouna & Lee, 2018;Zachari, 2018;Αϊδινοπούλου, 2015;Δημητριάδου, 2016;Λαμπρινού, 2015;Θανασιά, 2018;Giannakos, 2013;Tomaš et al.,2020;Μερκουρίου, 2021;Alonso-Campuzano et al., 2021). Αποτελεί ουσιαστικό δείγμα εφαρμογής των προαναφερθέντων αποτελεσμάτων στην Πρωτοβάθμια Εκπαίδευση, στην οποία προωθείται η αξιοποίηση των Τ.Π.Ε. ...
... Quizzes και τα Games, ως εργαλεία διαμορφωτικής και τελικής αξιολόγησης με απώτερο σκοπό όχι την αξιολόγηση των μαθητών από τον εκπαιδευτικό μα την αυτορρύθμισή τους και την καλλιέργεια της μεταγνώσης (Νταλούκας κ.α., 2016). Οι μαθητές καλλιέργησαν και απέκτησαν δεξιότητες ψηφιακού γραμματισμού, καθώς ήρθαν σε επαφή με την πλατφόρμα Moodle αξιοποιήσιμη κυρίως για εκπαίδευση ενηλίκων, γνώρισαν τις δυνατότητές του ως εκπαιδευτικό εργαλείο, αξιοποίησαν τις ψηφιακές εφαρμογές διαδικτυακής επικοινωνίας και εκπαίδευσης για συνεργατική γραφή και μάθηση (Brandl, 2005). ...
Η εκπαιδευτική αξιοποίηση των ψηφιακών τεχνολογιών αποτελεί βασικό προσανατολισμό του σημερινού σχολείου στην πρωτοβάθμια εκπαίδευση. Μέσω της χρήσης των ΤΠΕ διαμορφώνεται κλίμα συνεργατικής μάθησης, όπου η ενεργή συμμετοχή των μαθητών αυξάνει τα κίνητρα μάθησης, καθιστώντας τους μαθητές δημιουργούς και συμβάλλει στη συνοικοδόμηση της γνώσης. Στην ηλεκτρονική μάθηση η διδασκαλία επιτυγχάνεται εξ ολοκλήρου από απόσταση ή εφαρμόζεται το μοντέλο της μεικτής μάθησης. Η μεικτή μάθηση αποτελεί πεδίο έρευνας στην Πρωτοβάθμια εκπαίδευση, λαμβάνοντας υπόψη τα οφέλη της πρακτικής, καθώς διασφαλίζεται ίση πρόσβαση στην εκπαίδευση. Το άρθρο παρουσιάζει την υλοποίηση μαθημάτων στο ψηφιακό περιβάλλον Moodle στην Πρωτοβάθμια εκπαίδευση. Το ερώτημα είναι πώς αξιοποιήθηκε το ψηφιακό περιβάλλον του Moodle στην Πρωτοβάθμια εκπαίδευση, ποιοι πόροι χρησιμοποιήθηκαν και ποιες άλλες εφαρμογές ενσωματώθηκαν στο περιβάλλον, προκειμένου να επιτευχθούν τα προσδοκώμενα μαθησιακά αποτελέσματα. Επίσης, ποιοι πόροι κινητοποίησαν τη συμμετοχή των μαθητών. Η υλοποίηση έγινε σε μαθητές έκτης τάξης αστικού δημοτικού ελληνικού σχολείου. Οι δραστηριότητες αναπτύχθηκαν σε ψηφιακό περιβάλλον μάθησης με blended learning, ως έρευνα δράσης. Η αποτίμηση της δράσης έγινε με ποιοτική και ποσοτική έρευνα, διερεύνηση των απόψεων και στάσεων των μαθητών για την ηλεκτρονική μάθηση και με δομημένη παρατήρηση από τον εκπαιδευτικό. Η συλλογή δεδομένων του Moodle έδειξε ότι ο εκπαιδευτικός σχεδιασμός σε αυτό το περιβάλλον παρακίνησε τους μαθητές μέσω Quizzes, Games και Wikis. Το ψηφιακό περιβάλλον μάθησης ευνόησε τη συνοικοδόμηση περιεχομένου σε συνεργατικά ψηφιακά εργαλεία μάθησης. Η συμμετοχή συνέβαλε στην καλλιέργεια δημιουργικής γραφής, κριτικής σκέψης και αυτοβελτίωσης. Οι μαθητές καλλιέργησαν βασικές δεξιότητες μάθησης του 21ου αι. και δεξιότητες ψηφιακού εγγραμματισμού.
... Though mostly promotional in nature, much of the available literature on blended courses for language learning suggests the use of cmss in creating blended environments (Baskerville & Robb, 2005;Godwin-Jones, 2003;Motteram & Sharma, 2009). Among the current cmss, Moodle especially is noteworthy because it is free, user friendly and it avails itself to multimedia support that enables to create any language learning activities easily (Brandl, 2005;Cole & Foster, 2008;Dougiamas & Taylor, 2003). Moodle seems to be an effective tool to create a blended course design as it has great potential to foster students' engagement and learning (Ausburn, 2004). ...
... Creating a dictionary specific to the target course Creating personal glossary to individualize the learning environment (Brandl, 2005) Forum Module ...
... Providing learners with instant feedback is no doubt also a crucial factor to foster language learning (Gass & Mackey, 2007), and it is among the strengths of Moodle, supported by the fact that 85% of participants stated that they were able to receive timely feedback on their learning through Moodle. One of the highest scores obtained from the questionnaire was related to the potential of Moodle in designing language specific activities since the participants strongly agree that Moodle is compatible with all aspects of the English class (x = 1.53), a fact which is continually emphasized in the related literature (Brandl, 2005; Godwin-Jones, 2003; Lin, 2011; Stanford, 2009). With regard to catering to diverse learning styles, the blended language course through Moodle was perceived positively (x = 2.32) by the students. ...
Offering blended courses has increasingly become common at tertiary education though it is relatively new in the field of language teaching. This paper describes the design of a blended language course through Moodle in an EFL context with an emphasis on students’ perceptions. In a survey-based approach, a total of 68 university students’ experiences with blended language learning for two consecutive terms were examined. The questionnaire items focused on the effect of blended design on students’ engagement, learning and overall course satisfaction. Student responses revealed that technology-assisted language instruction provided in parallel with face to face teaching could create efficient learning environments.
... didactic and learning problems and tasks, deliver content and practice activities in interesting and flexible ways in order to increase engagement and ensure understanding by including a variety of questions and quizzes. This, in turn, makes them feel comfortable to use it in their classes (Brandl, 2005). ...
... These tools with each other synchronously in chat activities, or engage in asynchronous discussions in Wikis and forums. It is a powerful and eclectic CMS, in which administrators can fully manipulate its functions as they can modify, add, or delete, whereas users only have options to temporarily turn on or off the blocks on both sides (Brandl ,2005;Wu, 2008 andDvorak ,2011). ...
... According to Brandl (2005); Wu (2008) and Dvorak (2011), students' performance is recorded and kept online in logs so that instructors and lecturers can check later what their students have done on the MOODLE platform .The reports of students' performance can be declared in several formats such as outline reports, complete reports or all logs, etc. From such reports, instructors and lecturers can recognize not only when their students have completed or uploaded assignments or activities, but also how much time they took to accomplish them. Besides, instructors and lecturers can fully control the deadline and timeframes for assignments, quizzes, forums, chats, etc. ...
... In the last two decades, the impressive developments in communication technologies and the increasing popularity of the World Wide Web (www) have led to significant changes in the delivery of teaching and learning services (Brandl, 2005;Escobar-Rodriguez & Monge-Lozano, 2012;Keramati, Afshari-Mofrad, & Kamrani, 2011;Mora Bonilla, Sarmiento Moreno, & Merida Casermeiro, 2010;Payette & Gupta, 2009;Zou, Liu, & Yang, 2012). The process initially started with blackboard applications, moved on to desktop applications, and ended up with online applications (Mora Bonilla et al., 2010). ...
... These e-learning applications have become more widespread and complicated (Escobar-Rodriguez & Monge-Lozano, 2012). Learning programs, written with such programming languages as Pascal, C Plus, and Basic, have been replaced by Flash, Dreamweaver, and FrontPage-based XML applications (Brandl, 2005). However, these applications require design, time, and advanced-level programming skills, particularly XML applications, whereas users search for simple, user-friendly, and improvable applications. ...
... Course Management Systems (CMS) or Learning Management Systems (LMS) have quickly become widespread and increased in popularity throughout the world (Carvalho et al., 2011;Escobar-Rodriguez & Monge-Lozano, 2012;Godwin-Jones, 2003;Guerra, González & García, 2010;Martin-Blas & Serrano-Fernandez, 2009). Among these systems, the most common is Modular Object-Oriented Dynamic Learning Environment (Moodle) (Brandl, 2005;Escobar-Rodriguez & Monge-Lozano, 2012;Mora Bonilla et al., 2010). ...
This study aims to determine the effects of Moodle-integrated learning environments on pre-service teachers’ general pedagogical knowledge and performance. The study was conducted using a quasi-experimental research design with eighty-seven teacher candidates. Data from the study was collected via a placement test, a performance test, and three general pedagogical knowledge tests. A one-way between-subjects covariance and a mixed between-within-subjects analysis of variance were used to analyze the descriptive data statistics. The initial findings indicated no significant difference between the groups’ placement test scores prior to the Moodle integrated learning platform support. The performance test, administered after the intervention, indicated that students in the experimental group significantly outperformed students in the control group. The results also highlighted that Moodle effectively prepared students for learning by building general pedagogical knowledge.
... and WebCT (http://www.webct.com), for which the licensing fees have been highly increasing (Brandl, 2005). MOODLE constitutes itself as a virtual learning environment where the learning process is completely online to support a collaborative learning environment based on the constructivist pedagogy (Oproiu, 2015). ...
... MOODLE also offers integration with the core curriculum, class schedule, registration, and evaluation. As a courseware package and learning system, MOODLE provides several features for conventional classroom instructions, extra work outside classrooms as a delivery system for blended course formats, and/or a single e-learning platform (Brandl, 2005;Coskun & Arslan, 2014). MOODLE is designed to assist educators who want to create high-quality online courses and enables various online interactions between teachers and students. ...
... For assessment and quiz modules, teachers can design and build quizzes by typing new test items and question types, such as multiple-choice, matching, True/False, and embedded answers (Cloze) directly on MOODLE or by browsing from their computers (Brandl, 2005). For listening tests, teachers can upload and/or embed audio and video files from other websites. ...
... In this study, MALL or Mobile Learning was implemented by using MOODLE for the creation and deployment of interactive materials and providing immediate corrective feedback to the learners. MOODLE is the acronym for an open source learning management system called Modular Object-Oriented Dynamic Learning Environment (Brandl, 2005). Among its features, the interactive materials that were utilized in this study were created using the 'Lesson module'. ...
... Among its features, the interactive materials that were utilized in this study were created using the 'Lesson module'. This module allows designing lessons that closely control the learning path guiding learners step-by-step and allowing for advancement, only if sufficient mastery has been achieved (Brandl, 2005). Through questioning, the Lesson module can be used to guide learners to key concepts, test their understanding, deliver relevant responses such as immediate corrective feedback for wrong answers, and provide additional resources, activities, or explanation before they are allowed to advance to the next concept. ...
To improve the performance on English grammar specifically on if-clause statements (unreal conditionals), the researcher implemented Mobile Learning using an intranet set-up to overcome internet connectivity problems. MOODLE server was installed on a laptop while students used their mobile devices to access the interactive content. This study intended to find out whether Mobile Learning improve the performance of students in appropriately using unreal conditionals. Quasi-experimental quantitative design with focus groups for validation was utilized. Results confirmed the poor performance of students on unreal conditionals based on pretest mean scores. Likewise, results revealed that there is a significant difference between the posttest mean scores of the experimental group and control group. Furthermore, the effect of Mobile Learning in improving the performance on unreal conditionals of the experimental group was large. Grade 9 students have difficulty in appropriately using unreal conditionals, but Mobile Learning can be used to overcome this difficulty. Recommendations are forwarded in encouraging the productive use of students’ mobile devices in schools by rescinding existing DepEd orders that prohibit their use during class hours and creating guidelines on their appropriate usage.
... Razvoj komunikativnih veština studenata je značajno unapređen u nastavi stranog jezika, što podrazumeva interaktivnost između nastavnika i učenika, studenata i studenata, nastavnika i nastavnika. Takođe, značajan napredak u tehnologiji, kao što su brze internetske veze, snažniji i pristupačniji računari, čine implementaciju sinhronih i asinhronih zadataka učenja pedagoški izvodljivim (Brandle, 2005 to je je moćan i eklektičan LMS alat, a administratori mogu u potpunosti kontrolisati njegove funkcije; ...
... testovi uključuju sledeće tipove odgovora: popunjavanje, višestruki izbor odgovora, ispravno-pogrešno, podudaranje, kratak odgovor, esej, spajanja, itd (Brandle, 2005). ...
Interesovanja za samoregulisanje učenja uopšte, a time i u oblasti stranog jezika
pokrenuta su unazad tri decenije sa promenama konceptualnog okvira intelektualnih
procesa, posebno prihvatanjem Teorije mentalnog samo-upravljanja (Sternberg,
Mental Self-Government: A Theory of Intellectual Syles and Their, 1988), kojom je
Sternberg promenio tradicionalno shvatanje inteligencije, po kome je ista obuhvatna
jedinstvena opšta sposobnost (g), ispod koje su hijerarhijski poređani nizovi
specifičnijih nivoa sposobnosti, kao što su sposobnost fluida (sposobnost fleksibilnog
i novog načina razmišljanja) i kristalizovana sposobnost (kumulativno znanje). U
istom pravcu išla su i interesovanja za stavove Decijeve teorije samoregulacije i
Bandurine socijalno kognitivne teorije i uloge ciljeva, motivacije i afekta u modelima
samoregulacije učenja. A sve to širilo se na didaktiku, a time i na glotodidaktiku.
Tako su istraživanja u oblasti unapređivanja učenja i poučavanja u oblasti stranog
jezika, pa i jezika struke, nastojala da iz raznih aspekata sagledaju mogućnosti da se
konceptualizuju strukture strategija učenja u stranom jeziku, sagledaju vrste strategija
učenja, koje studenti koriste u učenju stranog jezika, razlike u strategijama učenja u
pogledu: godine studija, pola, dužine učenja stranog jezika, učenja drugih stranih
jezika, odgovora na pitanje zašto student želi da uči strani jezik struke, samoprocene
sopstvenog znanja stranog jezika i uspeha u učenju, dometa konstrukta strategija
učenja u uspehu učenja stranog jezika...
Istraživače, takođe, interesuju i pitanja: homogenih latentnih profila u odnosu na
korišćenje različitih strategija za učenje stranog jezika, proaktivne strategije,
iskustvene, metakognitivne strategije, strategije improvizacije, strategije koje koriste
daroviti studenti u učenju stranog jezika, saznajne strategije, strategije zapamćivanja,
metakognitivne, afektivne, strategije kompenzacije i socijalne strategije.
Pored prethodno pomenutog, istraživanja su usmerila pažnju i na faktore
samoregulacije u učenju stranog jezika poput samopouzdanja kao kognitivnog
konstrukta u učenju stranog jezika, kao i na samoregulisanu motivaciju za učenje
stranog jezika i njen odnos sa merama inteligencije i drugim značajnim kognitivnim i
nekognitivnim konstruktima, odnosno na uticaj odnosa samopouzdanja i faktora
poput metakognicije, crta ličnosti i motivacije na uspeh u učenju stranog jezika.
Recepcijska anksioznost u stranom jeziku kao uzrok problema u obradi informacija i
značaj afektivne, kognitivne i bihejvioralne komponente za nivo jezičke anksioznosti
pri primanju poruke, takođe, je istraživana, a uz nju i uloga nivoa tolerancije u
primanju novih i kompleksnih informacija na stranom jeziku u manifestovanju
recepcijske anksioznosti u stranom jeziku i sl.
Nalazi empirijskih istraživanja ovih, kao i drugih aktuelnih pitanja u oblasti
efikasnosti učenja stranog jezika, posebno jezika struke sabrani su u ovoj monografiji
sa namerom da pruže informacije do kojih su autorke došle i podstaknu razmišljanja o
dometima i ograničenjima istih i to posebno iz ugla mogućnosti njihove primene u
praksi.
Značajna je napomena da je korak praktične validacije nalaza datih u ovoj monografiji
koristan, kako za dalja istraživanja, tako i za pokušaje da se u refleksivnoj praksi dođe
do novih ideja za istraživanja i iskustvenu validaciju praktičara.
Neki od nalaza istraživanja, datih na stranicama ove monografije, saopštavani su na
inostranim konferencijama, objavljeni u izvodima na stranom jeziku, neki u celini, ali
se daju na sajtovima samo u apstraktu, neki na video konferencijama i neobjavljeni...
Sakupljeni u ovoj monografiji i dati na sajtu sa slobodnim pristupom, utisak je da će
biti pristupačniji i da će ispuniti svoj cilj, a to je da podstaknu nova razmišljanja,
drugačije uglove gledanja, provere nalaza u drugačijim nacrtima, što je osnovna
namera autorki ove monografije.
... Rice (2015) [8] defines Moodle is "a free, open source learning management system that enables you to create powerful, flexible, and engaging online learning experiences". Brandl (2005) [9] states that "the design of Moodle is based on socio-constructivist pedagogy. This means its goal is to provide a set of tools that support an inquiry-and discovery-based approach to online learning it purports to create an environment that allows for collaborative interaction among students as a standalone or in addition to conventional classroom instruction"; instructors have to take in mind that the so-called Net Generation students are characterized by the ability to perform several tasks at the same time and who prefer to learn through visual cues and interactive cooperation [7]. ...
... Rice (2015) [8] defines Moodle is "a free, open source learning management system that enables you to create powerful, flexible, and engaging online learning experiences". Brandl (2005) [9] states that "the design of Moodle is based on socio-constructivist pedagogy. This means its goal is to provide a set of tools that support an inquiry-and discovery-based approach to online learning it purports to create an environment that allows for collaborative interaction among students as a standalone or in addition to conventional classroom instruction"; instructors have to take in mind that the so-called Net Generation students are characterized by the ability to perform several tasks at the same time and who prefer to learn through visual cues and interactive cooperation [7]. ...
The boom of online education occurred in the 2000s with the beginning of the computer age, when instructional design experienced relevant changes that led to the development of models, learning methods and new theories, such as the Learning Theory for the Digital Age, Connectivism. This research deals with e-Learning in the context of enhancing reading comprehension since Reading texts in English is important to Universidad de Cuenca students’ careers. The aim of the study was to establish how a formal web-based course enhanced students’ English reading comprehension.
Quantitative pre and post-tests were administered to determine the participants’ level of knowledge
before and after immersion in the e-Learning course. Main findings showed a significant increase in
the reading skills of the students who took the course using a formal web-based platform. At the end of
the treatment an open-ended questionnaire was administered on-line via Google Forms in order to
collect students' perceptions of their English learning journey through this innovative approach. Also of
note is the fact that in the evaluation of the content in the formal web-based course, especially
designed for this study, a large average of participants agreed or strongly agreed that the activities
were well organized and stimulated them to participate. It is imperative to amplify and promote the
implementation of e-Learning by sharing the beneficial aspects of its use as confirmed in this study.
Keywords: Web-based course, e-learning, connectivism, Moodle, reading.
... The word Moodle is abbreviated from Modular Object-Oriented Dynamic Learning Environment. However, among its many users, Brandle [6] claimed that Moodle is a software that is designed to support trainers and educators to construct value online courses with an interactive learning environment. Phan Thi Thanh Thao [7] carried out her research "Working with Moodle in translation module 1 for about 15 weeks, students' expertise and method of professional translation could be enhanced to some extent. ...
... Hence, the application of computers in the long run is considered as a tool that brings effectiveness to speaking and writing. However, there has been some progressive computer technology (e.g., quick connection of the Internet, immense storage capacities, bandwidth increase and the development of Web 2.0), efficient and robust computers, more web-based crossplatform applications making learning tasks synchronous and asynchronous, even in oral and written modes, it is practicable about education according to Brandle [6]. ...
Social media tools are a new type of media with a variety of properties and characteristics. Today, the use of social media is increasing at an alarming rate. Students can digitally meet up with their peers and teachers in this realm. They are able to discuss important topics that are connected to their learning process. This study aimed to see how social media tools in Moodle affected English writing skills in narrative paragraphs and whether social media tools in Moodle may help enhance English writing skills in the narrative paragraph. The current study used a mixed-method strategy that included quantitative and qualitative methodologies such as interviews and questionnaires, as well as an experimental research method. To investigate the impact of using social media platforms on boosting students’ writing, pre-and post-tests were used to assess students’ performance before and after the experiment. The three instruments, the questionnaire, the interview, and the quasi-experiment (pre-post-test), revealed how Moodle’s social media facilities affect students’ English writing skills. Using social media features in Moodle helped students improve their writing skills and enhanced their motivation when creating recount narratives. As a result of this research, it is recommended that social media be integrated into Dong Nai Technology University to increase the students’ other skills dramatically.
... It has the potential to support conventional classroom instruction, for example, via additional work undertaken outside of class. The delivery system for hybrid course formats can also be used, or it can even be used as a standalone e-learning platform (Brandl 2005). ...
... There are many alternative ways to do this. For example, students can be divided into subgroups and given tasks to work on in chat rooms or forums (Brandl 2005). ...
Both internal and external control issues have been widely discussed in accounting and audit research under the recent financial crises (see e.g. Humphrey et al., 2009; Jackling et al., 2007; Jensen, 2012). However, when analyzing the similarities and differences between the operations and actors of control aspects we suggest that internal and external control form a continuum of control with a blurred border area between internal and external control. Thus, despite the fact that auditors are often categorized into external control, we argue that auditor’s work includes aspects of both internal and control and further, it is surrounded by complex institutional pressures. We further compare different control forms (auditors, audit committees and board of directors) and explicate the factors (e.g. legislation, owner-manager separation and auditor work roles) affecting the “place of auditors” along the continuum of control.
... En el contexto del aprendizaje del inglés Moodle puede utilizarse para integrar un curso con actividades en línea, que ayudan a aumentar el dominio de la lengua extranjera y también la competencia en Tecnología de la Información y Comunicación (TIC). En este mismo contexto Brandl (2005), menciona que la mayoría de los cursos de idiomas extranjeros en las escuelas secundarias, preparatorias y universidades se apoyan en los libros de texto que proporcionan material de audio como de audio-cassettes, CDs e incluso los CD-ROM, pero los estudiantes parecen bastante reacios al uso de estas herramientas. La idea aquí es tomar la ventaja de Moodle en torno de e-learning para enriquecer el proceso de aprendizaje, a través de una exploración más completa de los recursos didácticos y contenidos que permitan un mejor diseño e implementación para la práctica de las habilidades lingüísticas mediante el uso de recursos interactivos. ...
... Moodle je dizajniran tako da bude kompatibilan, fleksibilan i lako izmenljiv [10]. Ima odličnu dokumentaciju, snažnu podršku za bezbednost i upravljanje, i razvija se prema Sistemu za upravljanje informacijama (IMS) i SCORM standardu [1], [2]. SCORM je veoma bitan jer se moduli i softveri koji u sebi sadrže SCORM mogu integristi sa sistemom za učenje na daljinu. ...
U ovom radu je predstavljena primena edutainment aktivnosti za unapređenje online kurseva u okviru Katedre za elektronsko poslovanje i upravljanje sistemima Fakulteta organizacionih nauka. Edutainment je pojam vezan za multimedije koji se koristi da označi softver koji ujedno ima i edukativni i zabavni karakter. U praktičnom delu rada opisano je prolagođavanje postojećih i uvođenje novih edutainment aktivnosti u sistem za upravljanje učenjem Moodle. Opisano je prilagođavanje Moodle aktivnosti lekcija, radionica, wikija, kao i primena softvera i dodatnog modula u realizaciji vežbi iz predmeta u okviru Laboratorije za elektronsko poslovanje. Prilagođavanje online kurseva primenom edutainment aktivnosti ima za cilj unapređene kvaliteta procesa e-učenja.
... Moodle is an open-source and free elearning system (Brandl, 2005). Moodle, a lesson management system that allows students to access lessons and assignments anywhere and anytime easily, was frequently used during the pandemic (Quansah & Essiam, 2021). ...
This research aimed to determine the trends related to blended learning studies conducted in science education through descriptive content analysis. This study was performed using the document review method. For this purpose, 120 studies on blended learning in science education were determined between 2005 and 2022 in the Web of Science (WoS) database. The studies were examined by considering themes such as keywords, country, purpose, method, sample, online system, and result. The research findings showed that more studies occurred between 2020 and 2022. The findings showed that studies mostly use quantitative research methods and experimental designs. Most of the studies were conducted with undergraduate-level sample groups. Findings revealed that the blended learning environment is designed more to teach physics subjects, and parametric tests were generally used for data analysis. The more preferred course management systems in the studies were the online systems designed by the schools. A considerable number of studies revealed that blended learning environments designed for science education have a positive effect on variables such as achievement, skill, and motivation.
... The word Moodle is an acronym for Modular Object-Oriented Dynamic Learning Environment. Moodle is available free of charge under the terms of the GNU General Public License and has no licensing cost attached [9]. ...
... Moodle is a web-based Learning Management System (LMS) that allows faculty to provide and share, among other education materials, documents, graded assignments, and quizzes, with students (Al-Ajlan and Zedan, 2008) Research has shown how this technology is crucial for creating high-quality online courses, especially in higher education(Wharekura-Tini and Aotearoa, 2004;Cole and Foster, 2007). This system is free to download, use, modify, and distribute under the terms of GNU(Brandl, 2005). It can be found at www. moodle. ...
Recent research has leveraged peer assessment as a grading system tool where learners are involved in learning and evaluation. However, there is limited knowledge regarding individual differences, such as personality, in peer assessment tasks. We analyze how personality factors affect the peer assessment dynamics of a semester-long remote learning course. Specifically, we investigate how psychological constructs shape how people perceive user-generated content, interact with it, and assess their peers. Our results show that personality traits can predict how effective the peer assessment process will be and the scores and feedback that students provide to their peers. In conclusion, we contribute design guidelines based on personality constructs as valuable factors to include in the design pipeline of peer assessment systems.
... In 2012, Kotzer et al. described this approach as promoting motivation through explorative and independent learning of the course contents (28). The study refers to Brandl's description of Moodle being grounded in a socio-constructivist theory of learning (29) and describes an increase in motivation due to self-determined action based on more personal responsibility, using learning methods such as modules on platforms like Moodle. The evolution toward digitized teaching formats in veterinary medicine has generally been investigated in a review of digital teaching formats using mini-meta-analysis. ...
Due to contact restrictions imposed because of the COVID-19 pandemic, we created a novel digital course on the Moodle learning platform for winter term in 2020. In the clinical pathology course (CPC) with hematological content, third-year students were able to work independently on 10 extra digital cases of internal medicine involving eight different animal species as a compensation for the reduction in traditional microscopy exercises. Each case presented was initiated using an anamnesis, also the participants to generate a differential blood count based on digitized leukocytes, previously been photographed using a microscope camera. The cases were successive and increased in complexity, for example through the increase in the number of different cell types to be differentiated. The participants had the opportunity to evaluate the course through a final module to rate user-friendliness and acceptance. The total results of the participants in 2021 were analyzed descriptively, focusing on success rates, time spent on the tasks, and number of attempts. A total of 237 (= 96%) of 247 students completed all cases, each assessing 1033 photographed blood cells in sum. The mean processing time was 22.48 min for a differentiation and the students spent an average of 1.48 attempts on it. A voluntary feedback form was completed by 192 (= 78%) students, with more than 95% rating the course positively in 12 evaluation questions, and 29 of 33 comments (= 87.88%) providing positive statements in a comment box. Suggestions for improvement primarily included more explanations on erythrocyte morphologies, followed by adjusting the difficulty level and improving the presentational set-up. Slight improvements in results, time spent on processing the tasks, and the number of attempts indicated an achievement of routine and confidence during the course and were associated with an increase of competency. The positive feedback showed a high acceptance of the digital format and students evaluated the course as improving the quality of teaching when combined with practical exercises.
... The first part questioned the students' Moodle habits while the second part was interested in the teachers. The basis for the questionnaire was Brandl's [15] survey of Moodle benefits. The questions were pretested on 57 students and adjustments were made. ...
As Moodle (and similar online teaching tools) move into their second decade, it is important to learn how they have caught on among teachers and students. This research attempts to answer the question: Do students and teachers use Moodle to the maximum? A two-part questionnaire was designed to probe student and teacher use of Moodle. Results show that neither students nor teachers take full advantage of what Moodle has to offer.
... El desarrollo de las nuevas tecnologías aplicadas al aula ha supuesto la aparición de nuevas metodologías y herramientas para la enseñanza (Ardura & Zamora, 2014;Brandl, 2005), entre las que se encuentran las simulaciones interactivas y los laboratorios virtuales. Estas herramientas están teniendo una influencia cada vez mayor en la educación científica y las ventajas asociadas a su uso se muestran en un gran número de publicaciones (Bo et al., 2018;Chang et al., 2008;Dori & Barak, 2001;Fernández-Cesar & Aguirre-Pérez, 2012;Khan, 2008;Pontes, 2005;Riveros & Mendoza, 2005;Torres-Zúñiga, 2011;Occelli & García, 2018;Occelli & Malin, 2018;Zhang et al., 2006). ...
Las simulaciones, junto con la observación y la experimentación real, suponen una herramienta de gran valor en el aprendizaje de las ciencias. En este sentido, el profesorado de ciencias destaca por su compromiso con el uso de los mismos, sin embargo, presentan dificultades en el uso a través de sus secuencias de enseñanza. Las actitudes, junto con el conocimiento y la percepción sobre la herramienta y su uso, son un factor decisivo en la voluntad del docente para usarlos. Por ello, se plantea una investigación contextualizada en el estudio de caso, en la que se pretenden conocer y analizar las percepciones de 11 docentes de ciencias en activo, de las etapas de educación primaria y secundaria. Se han recogido datos a través de un cuestionario estructurado y una entrevista personal, para analizar las percepciones sobre el uso de simuladores en el aula, en torno a: a) el proceso de aprendizaje del alumnado; b) el proceso de enseñanza del profesorado; c) las posibilidades didácticas de los simuladores. Los resultados muestran que el profesorado percibe los simuladores como una herramienta útil para el desarrollo de la competencia científica del alumnado. Para conseguir un uso más habitual de esta herramienta, demandan una formación específica que les ayude a diseñar secuencias de actividades en torno a contenidos concretos.
... Considering the studies local researchers' studies on the field of "Computer-Assisted German and Foreign Language Teaching", the main notable works can be as follows: Aras (2016) " The Use of New Web-Tools in Teaching German as a Foreign Language", Arslan (2009) The following can be listed as noteworthy in the field of foreign studies: Nim Park and Son (2009) " Implementing Computer-Assisted Language Learning in the EFL Classroom: Teachers ' Perceptions and Perspectives", Brandl (2005) " Are you ready to " Moodle ", Blake (2011) " Current Trends in Online Language Learning" and Platten's (2008) " Gemeinsames " Schreiben im Wiki -Web-Aktivitäten in einer untutorierten Schreibwerkstatt for fortgeschrittene Deutschlernende ". ...
The Coedu software, which was prepared to contribute to German language teaching, is discussed in the study. The aim of the research is to enable learners and teachers of German as a foreign language to access resources on the internet more quickly and to increase the quality of German language teaching. For this reason, the software called Coedu (Circle of Education) was designed and coded. In the research, a descriptive survey model was used, and the answer to the question "Does the Coedu education platform contribute to the improvement of the quality of German Language Teaching?" was sought. The study is limited to 32 second-year German language teaching students at Trakya University for the 2018–2019 academic year. Pre-test and post-test questionnaires with a total of 28 items were designed using the Likert model to gather the attitudes and opinions of the participants. After employing Likert-type questionnaire, the participants were given a questionnaire consisting of open-ended questions asking them to interpret the lifelong learning, autonomous learning, and advantages of the Coedu platform, and qualitative data were collected from the participants. In the research, it was concluded that the Coedu software contributed to the teaching of German in many ways, including the improvement of German language skills, lifelong learning, and material development. The findings revealed that the software developed is effective in improving German language skills, and it both saves time and makes material preparation more enjoyable. Keywords: Computer-assisted German Language Teaching, Material Development, Instructional Management Systems.
... Moodle is an acronym for Modular Object-Oriented Dynamic Environment. Brandl (2005) stated that Moodle is a learning system free of charge and has no licensing cost. Universities can use it in all Windows. ...
Algerian Universities hasten to implement online learning by using platforms like Moodle and Teams after the breakdown of the Covid-19 pandemic. Algerian Universities have recently included online learning; henceforth, teachers’ and students’ knowledge and attitudes toward these platforms impact teaching and learning achievements. This study intends to explore students’ attitudes toward the inclusion of the Moodle platform in learning during the pandemic by taking EFL students at Saida University as a case in point. The paper also seeks to explore the effectiveness of the Moodle platform. The researchers gathered data through a questionnaire that was distributed to 170 EFL Master students. To support the results, the researcher also employed a test and observation. The findings demonstrated that students had many difficulties in using the Moodle Platform. The analysis also revealed that the students had developed negative attitudes toward the use of the platform due to many reasons, mainly net problems and lack of knowledge. The results also indicated that online lectures via Moodle platform impact students’ academic achievements
... The main goal of Moodle is to provide a set of tools that support discovery-based approach to e-learning and drive the creation of an environment that allows for collaborative interaction among students. A complete review on Moodle can be seen in (Brandl, 2005). Two different set of functionalities Moodle provides: resources and activities. ...
Due to the impact of the COVID-19 pandemic on the education systems, it becomes important to understand and analyze the perception of e-learning management systems. One essential learning management system (LMS) is Moodle. It is being recently implemented at the University of Warith Al-Anbiyaa (UOWA), Iraq, and integrated with Google Meet to serve as a complete e-learning environment. This chapter uses the technology acceptance model (TAM) to help the university decision-makers in predicting the behavioural intention to use Moodle. The core TAM model and other external variables like perceived enjoyment and perceived self-efficacy were examined. A quantitative research approach was implemented to perform the survey with a questionnaire to obtain the required data from 164 lecturers at the university. The data analysis processes reveal that lecturers see Moodle as easy to use and enjoyable, and they are able to master its capability easily. The obtained results have confirmed the TAM model's importance in understanding and predicting the acceptance of Moodle by UOWA lecturers.
... Moodle is one such system that has been gradually gaining worldwide popularity. Moodle is a set of tools for creating, designing, organizing, and managing courses/lessons at various levels of information and communication technology (ICT) (Brandl, 2005). The primary advantage of Moodle is its code transparency, which enables users and developers to adapt the platform to their specific needs and develop new, advanced features and add-ons (Dobrzański, Honysz., & Brytan, 2006). ...
This study aimed to develop a Moodle-based Learning Management System (LMS) called eLSIDA (e-Learning STKIP PGRI Sidoarjo Asistif), which is validly used by students slow to study at STKIP PGRI Sidoarjo. This study used 3 out of 5 ADDIE models, namely Analysis, Design, and Development. Expert judgment in this study consists of two experts, material experts, and media experts. The research instrument used to obtain research data is a questionnaire. The data that has been obtained is then analyzed using descriptive analysis. Validation results from material experts obtained a score of 92.5%, while the results of media expert validation obtained a score of 95%. Based on the expert judgment assessment shown that eLSIDA that has been developed in general can be declared valid and worth to be used. The media that has been developed can be accessed through http://lms.elsida.ac.id/Although the development of eLSIDA has been considered valid, the effectiveness of the media on eLSIDA needs to be tested further.
... Taking into account the results of studies carried by Klaus Brandl [3], Michael D. Bush [4], Gary A. Cziko [6], Robert Godwin-Jones [11], Justin Hunt [12], Claudia Warth-Sontheimer [45], the achievements of enthusiastic teachers who have been conducting experimental implementation of e-courses since 2006 the KSPU educational process, and recent trends in the KSPU educational policy [19], for the organization of independent work of students (future teachers) in learning German, the technique of design and implementation of the e-learning Moodle-course "Foreign (German) Language" was chosen. The typical course structure, the specific content and elements of the methods of its implementation are described below. ...
The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects.
The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language.
Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”.
The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.
... In the context of this study, a writing class for university students in Indonesia focusing on business letters, the traditional face-to-face learning is also converted almost instantly to e-learning via 'Moodle'a Learning Management System (LMS) designed for educators to carry out e-learning in which the students can have collaborative interaction (Brandl, 2005). The lecturer has to convert what initially was face-to-face class discussion design into a complete online course with the available source and limited time to prepare. ...
To response the spread of Covid-19, almost all offline education institutes are shut down and e-learning is conducted almost abruptly, including in a Business English writing class for university students. The discussion forum in the LMS ‘Moodle’ is used a lot to help the discussion of this class alive. To widen the knowledge of the use of discussion forum, especially during an emergency time like this Covid-19 pandemic, this qualitative descriptive qualitative research aims to explore how discussion forum is used in the LMS ‘Moodle’ for university students in e-learning during a pandemic, especially concerning optimization of the questions, the arrangement of the topics of discussion, and the assignments. By analyzing the patterns of how the discussion forum is used and interviewing the students, this research found that what determines the student's response to the discussion in the forum is the question words and the key words in the discussion sentences in the forum. These two things will determine students’ answers in terms of the key words used by students, the length and shortness of student answers, and the type and depth of student answers, which in turn show how students interact in the discussion forum.
... Με λίγα λόγια το Moodle αποτελεί ένα όνειρο για τους εκπαιδευτικούς αναφορικά με την οργάνωση του φόρτου εργασίας. Παρέχει αυτόματα έναν κατάλογο με τις εργασίες που έχει παραδώσει ένας μαθητής, αλλά και τον χρόνο που αφιέρωσε στην ολοκλήρωση μιας εργασίας ή ενός quiz (Brandl, 2005). ...
Πολύωρο διδακτικό σχέδιο εργασίας στην Κοινωνική και Πολιτική Αγωγή Έκτης Δημοτικού με τη χρήση των Τ.Π.Ε.
Το σενάριο διδασκαλίας είναι ενσωματωμένο στα πρακτικά του 8ου Συνεδρίου με τίτλο: "ΤΟ ΨΗΦΙΑΚΟ ΣΧΟΛΕΙΟ" (2011)
https://www.openbook.gr/8o-panellinio-synedrio-eeep-dtpe/
... The LMS is a course management system through the internet. The Moodle is free and has no licensing cost attached (Brandle, 2005;Su, 2006) and runs on the major platforms of Windows, Mac OS X, Linux and Unix (Wu, 2008). The rolling out of the LMS to all students was to ensure smooth continuation of academic work, to bring the 2019/2020 academic year to a successful end. ...
This study reports on students’ acceptance of Learning Management System (LMS) Moodle as e-Learning system at the University of Education, Winneba. The participants of the study were 392 undergraduate students purposively selected from the Department of Integrated Science Education. Technology Acceptance Model (TAM) instrument which has four factors; Perceived Usefulness, Perceived Ease of Use, the Behavioural Intention, and the Actual Use was the main instrument employed to collect the data. Findings from the descriptive analyses of data collected revealed a considerable high acceptance of the LMS Moodle by students. Although challenges like internet connectivity and lack of prompt feedback from lecturers were reported, students found the LMS Moodle as convenient and user-friendly. To promote effective teaching and learning in future, virtual learning should be integrated into the normal traditional classroom.
... Moodle is an open-source application and hence its access and usage are free. It has tools which support collaborative interaction among students and the provision of online inquiry and discovery learning (Brandl, 2005). Obviously, teachers and students will take advantage of the free access to the Moodle platform to support their classroom activities. ...
... Yaygın olarak alanda kullanılan ÖYS'ler şunlardır: Moodle, Blackboard, Canvas ve Sakai'dir. Moodle Genel Kamu Lisansı ile lisanslanmış, Php desteği bulunan Linux sunucularda çalışan ve gönüllüler tarafından desteklenen bir ÖYS'dir (Brandl, 2005). Bunun yanı sıra ticari amaçla geliştirilmiş, ücretli olan ÖYS'ler de bulunmaktadır. ...
Yükseköğretimde Öğrenme Yönetim Sistemleri (ÖYS) her geçen gün önemini artırmaktadır. ÖYS’ler uzaktan eğitim sürecinde öğrencilerin ve öğretim elemanlarının asenkron olarak bir araya geldikleri ortamların oluşmasında faydalanılan alanlardır. Bu çalışmanın amacı yükseköğretimde yer alan üniversitelerin veya uzaktan eğitim kurumlarının ÖYS seçim kriterlerinin oluşturulmasının sağlanmasıdır. Çalışma nitel bir durum çalışması olarak desenlenmiştir. Bu durum çalışmasında yükseköğretimde görev yapmakta olan uzman profesyoneller ile gerçekleşen görüşmelerin ardından AHP (Analitik Hiyerarşi Süreci) ile süreç organize edilmiştir. Veri toplama bağlamında uzman profesyonellere alanyazın destekli kriter havuzu sunulmuştur. Uzman görüşlerinin beraberinde kriter havuzu nihai halini almıştır. Bu sürecin ardından hazırlanan kriter havuzu farklı bir uzman grubu ile değerlendirilerek kriterlerin kriter ağırlıklarının oluşturulması sağlanmıştır. Çalışmanın sonucunda 6 ana kriterin ve 42 alt kriterin kriter ağırlıkları ortaya çıkmıştır. Ana kriterler ve ağırlıklarının sırasıyla; Ölçme ve değerlendirme boyutu (0,295), iletişim boyutu (0,254), içerik boyutu (0,159), topluluk oluşturma boyutu (0,140), teknoloji boyutu (0,098) ve maliyet boyutu (0,055) olduğu tespit edilmiştir. Çalışmadaki alt kriterlerin alanyazındaki diğer birçok çalışma ile desteklenir olması, sunulan bu kriter havuzunun ÖYS seçim kriterleri bağlamında kullanılabilirliğini gözler önüne sermiştir.
This research aims to know the linguistic difficulty of intermediate level students based on the difficulty hierarchy of Hector Hammerly (1986). By knowing the difficulty that students face, it will be easier for teacher to assign the appropriate step or method in teaching. By knowing the degrees of that difficulty, the teacher can focus attention on addressing the students' difficulty. Thus, the distribution of attention and focus in teaching a subject of grammar is balanced. The study was conducted for intermediate level students, the intensive program for teaching Arabic in the academic year 2021/2022. The researcher obtained the study data by conducting a test for the students and presented them with questions that were determined from grammatical and morphological topics, given Hammerley's classification of grammatical difficulty. The test results were obtained using the Moodle Learning Management System to facilitate the process, speed classification of results and flexibility of test for students. The researcher reached results that the grammatical difficulty of intermediate students differs according to Hammerley's hierarchical difficulty in grammatical difficulty.
Este trabajo está enfocado en determinar las experiencias de los estudiantes del primer año de la carrera Pedagogía de los Idiomas Nacionales y Extranjeros de la universidad de Guayaquil en el uso de la metodología PACIE y el aprendizaje del idioma inglés en la educación virtual durante el periodo 2022-2023. Modalidad que surge a raíz de la aparición del virus SARS-CoV-2, que originó el cierre de clases presenciales. Se sustenta en el enfoque mixto, acompañado del método inductivo-deductivo y el de análisis y síntesis. Utiliza la técnica de la encuesta con su respectivo instrumento, el cuestionario, para la obtención de datos. El análisis de los resultados demuestra que las experiencias de los estudiantes han sido satisfactorias en el uso de la metodología PACIE para el aprendizaje del inglés como lengua extranjera. En síntesis, la metodología mencionada, por ahora responde sustancialmente a las exigencias educativas y a la dinámica del sistema vigente.
As práticas pedagógicas são elementos essenciais para o processo de ensino-aprendizagem. Por tanto, é imprescindível que haja uma compreensão a respeito da diversificação e abrangência que as práticas pedagógicas inclusivas e as tecnologias propõem na construção da aprendizagem. Para isso, é importante ter clareza sobre as concepções que envolvem todo o método aplicado e perceber que tanto as práticas pedagógicas inclusivas, quantos as tecnologias não estão concentradas em um único recurso pedagógico ou tecnológico. As tecnologias têm desempenhado um papel fundamental na transformação da educação ao longo dos anos. Com o avanço da internet e o desenvolvimento de dispositivos eletrônicos, os alunos têm acesso a uma variedade de recursos educacionais, que podem ser utilizados para complementar o ensino tradicional. Além disso, as tecnologias permitem a personalização do ensino, atendendo às necessidades individuais dos alunos e proporcionando uma aprendizagem mais dinâmica e interativa. A utilização de tecnologias na educação também prepara os alunos para o mundo moderno, onde a habilidade de utilizar ferramentas digitais é essencial. Além disso, a integração de tecnologias no ambiente educacional promove a inovação e o desenvolvimento de habilidades como a resolução de problemas, a criatividade e a colaboração. Portanto, é fundamental que as instituições de ensino e os educadores estejam preparados para utilizar as tecnologias de forma eficaz, a fim de proporcionar uma educação de qualidade e preparar os alunos para os desafios do século XXI.
Este estudo aborda a aprendizagem autogerida na educação profissional utilizando a plataforma Moodle, explorando como essa modalidade pode ser efetivamente implementada e quais são seus impactos. O problema central investigado é compreender a aplicação e o fomento da aprendizagem autogerida na educação profissional através do Moodle, considerando o crescente papel da educação a distância e a importância da autonomia do aluno. O objetivo geral é analisar estratégias que promovem a aprendizagem autogerida no contexto da educação profissional na plataforma Moodle, identificando desafios, soluções potenciais e avaliando os impactos dessa abordagem no processo educacional. A metodologia utilizada foi a revisão sistemática da literatura, envolvendo a seleção rigorosa de estudos relevantes, coleta e análise qualitativa e quantitativa dos dados. Os resultados mostram que, apesar dos desafios para educadores e alunos, como o desenvolvimento de habilidades de autogestão, a aprendizagem autogerida no Moodle oferece benefícios significativos, incluindo flexibilidade, personalização do aprendizado e acesso a recursos diversificados. A análise de estudos de caso revelou a eficácia da aprendizagem autogerida em diferentes contextos educacionais, destacando a versatilidade do Moodle. Além disso, a integração de tecnologias educacionais emergentes e a adoção de metodologias ativas e interativas são tendências promissoras para a inovação pedagógica. Conclui-se que a aprendizagem autogerida no Moodle é uma abordagem pedagógica importante na educação profissional, atendendo às demandas do mercado de trabalho contemporâneo e promovendo um ensino adaptativo, personalizado e centrado no aluno. A pesquisa contínua e a evolução das práticas educacionais e tecnológicas são fundamentais para otimizar essa abordagem.
The range of technologies available to language teachers and learners has increased dramatically over the past several years, providing both with a diversity of options that can be both exciting and challenging. As new technologies appear, they bring with them possibilities regarding what can be achieved both inside and outside of the classroom, based on the changing affordances of technologies that appear. Some of the challenges associated with keeping up with these technological are discussed, followed by a discussion of six basic principles that may be of use to language teachers in keeping focused on pedagogical goals amid these technological advances.
Usled pojave pandemije virusne bolesti korona (COVID-19) obrazovni sistem u Srbiji je u kratkom vremenskom roku morao u potpunosti da pređe na onlajn nastavu. Ovaj rad predstavlja prikaz učenja stranog jezika na daljinu na univerzitetskom nivou. Reč je o nastavi španskog kao izbornog jezika (nivo A1) na Filozofskom fakultetu Univerziteta u Novom Sadu (FFUNS) u asinhronom onlajn obliku tokom akademske 2019/2020. i 2020/2021. godine putem platforme Mudl. Isprobani su različiti tipovi vežbi koji imaju za cilj usvajanje i uvežbavanje jezičkih veština putem pomenute platforme. Cilj ovog rada je da prikaže uspešnost asinhronog oblika u učenju stranog jezika, kao i njegove nedostatke, te da pokaže mogućnosti koje Mudl platforma može ponuditi u ove svrhe. U rad su uključeni i rezultati anketa koje su sprovedene na kraju obe akademske godine, a koje su imale za cilj da ispitaju stavove studenata o nastavi izvedenoj na ovoj način.
Moodle is one of the online learning management systems that has brought about dramatic innovation in teaching and learning methods. This research aims to study the use of Moodle as an online teaching platform to facilitate students' learning. It specifically aims to identify the factors that may impact students' accomplishments and the obstacles they face in using this online platform for their academic studies. This study applied the case study research design within the qualitative research paradigm. The purposive sampling technique was applied by taking third-year undergraduate students from a private university in Karachi, Pakistan. Data was collected through students' focus group discussions, teachers' interviews, and students' online performance on Moodle. The thematic analysis took place where the recorded data was first transcribed, and different codes were generated, and then categorized. The findings indicated that the factors contributing to students' accomplishments in using Moodle mainly depend on students' learning motivation and achievements and the collaboration and communication between them and the teacher via the e-learning platform. The results also demonstrated that the obstacles students faced related to the frequent disturbance in computer devices and misusing of online discussion forums by some classmates. It is recommended to fully orient students and teachers on using Moodle for learning and teaching purposes.
Web-based tools and applications that have the potential to increase motivation and interaction among learners have attracted a lot of attention in the English language learning community. One of the newest web-based technologies used for educational purposes is Moodle, a virtual learning environment with open source. Considering the importance of technology in general and the rarity of studies on the use of Moodle in Second Language Education, this paper examines the impact of second language teaching with the help of Moodle on the ability to understand Iranian learners. For this purpose, in this study, a sample of 46 students of the English language school in one of the Islamic Azad University units in Iran was used as research subjects. In line with the purpose of the research, the students of the experimental group (25) received a combination of learning, in which the Moodle was added to in-class education, while the control group students (21) trained only in the same traditional method of in-class education. This study was conducted over a semester for 16 weeks. Statistical analysis of the data indicated that the comprehension function of the experimental group at the end of the period was better than the control group. These findings could have remarkable theoretical implications for teaching English as a second language.
O presente trabalho tem como objetivo apresentar uma proposta de interface digital que permita avaliar a proficiência, no Português Europeu (PE), de crianças lusodescendentes na diáspora, e que forneça material informativo sobre a aquisição precoce de línguas de herança. No desenvolvimento deste trabalho foram expostos e discutidos os obstáculos à aquisição de uma língua de herança, ligados aos sistemas educativos, contextos socioculturais, e fatores extralinguísticos. Discutiu-se a fiabilidade da utilização dos quadros de nível de língua já existentes, aplicados ao ensino de línguas de herança. A interface pretende disponibilizar um Cloze Test como ferramenta de avaliação fiável de competências linguísticas, uma vez que se revela a falta de ferramentas adaptadas à avaliação de proficiência e, também, ao contexto de aquisição e necessidades de aprendizagem dos falantes de herança. O Cloze Test é um teste de preenchimento de lacunas de um texto que agrega a avaliação de conhecimentos lexicais, morfossintáticos e discursivos, correspondentes a diferentes níveis de dificuldade. O teste permite distribuir os falantes em grupos diferentes de proficiência e detetar em que estruturas da língua apresentam mais dificuldades. Relativamente ao método de avaliação, foi concebido um modelo de pontuação e distribuição de níveis de proficiência, acompanhado das respetivas descrições de nível, que deriva do grau de dificuldade de estruturas linguísticas. A interface é apresentada em formato de protótipo interativo que resultou da criação de Personas (utilizadores-alvo), da análise das suas necessidades e objetivos, e a incorporação de conceitos relevantes da componente do design de interfaces web. Por fim, realizou-se a testagem da usabilidade do protótipo, através de entrevistas, na qual se destacou a importância do planeamento do design de interação e navegação e do posicionamento e clareza do conteúdo informativo. Com as entrevistas, o problema do sistema de ensino do português como língua de herança voltou a surgir, ressaltando a disparidade dos formatos de ensino entre países. Concluiu-se que a interface está em conformidade com as necessidades dos utilizadores-alvo e que possui várias possibilidades de expansão. Prevê-se que o futuro lançamento desta interface permita contribuir para esta área de investigação da linguística. Esta interface digital tem como público-alvo professores, educadores, pais e demais agentes educativos.
The recent pandemic outbreak (2019-2021) shed light on the practical difficulties of technology use in education and forced many instructors to seek training or train themselves in using technologies, including learning management system (LMS). During this time, we noticed that, although many tutorials are available, for example, to help instructors in the use of the Moodle LMS, these are mostly generic and do not focus on languages. Furthermore, there is a scarcity of papers demonstrating how to pair pedagogy with technology. In fact, only 1.1% of the papers published between 2006-2016 in ReCALL, CALICO, and CALL Journals deal with virtual learning environments (VLE). This chapter shows the case of two instructors who originally worked individually, and then collaborated in using Moodle Quiz for languages. Their quest in creating activities with constructivist characteristics is described; the knowledge, skills, and experiences gained are shared; the end products are displayed; and some conclusions are drawn.
This study set out to examine which peer review, face-to-face given orally or online given in writing, is more effective in improving the overall argumentative writing achievement of English as a foreign language (EFL) university learners. The study utilized an experimental design and reported on one experiment including online peer review (OLPR) which was the experimental group (n = 74) and a face-to-face peer review (FTFPR) which served as the control group (n = 48). Both groups (n = 122) were trained in the use of their respective peer review, OLPR or FTFPR. Both groups wrote two argumentative synthesis essays, immediate and delayed, in two drafts. The second draft of each essay was written after receiving the respective peer review, OLPR or FTFPR. Two Multivariate Analysis of Covariance (MANCOVA) tests and a qualitative analysis of peer reviews were conducted to address the study question. Quantitative findings showed that participants in the OLPR group significantly outperformed their FTFPR counterparts in improving the argumentative synthesis writing of EFL university learners. The qualitative analysis of the peer review forms, and the revised essays revealed that the OLPR group gave more systematic feedback than that of FTFPR, OLPR focused on content, organization and language while commenting on the writing strengths and weaknesses. Thus, instructors are advised to use OLPR in argumentative writing classes. The study also showed the significance of shifting the control of feedback from the teacher to students.
Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1912104 .
Developing effective language teaching materials based on second language acquisition principles is a priority which needs to be addressed in all language teaching areas. The field of computer-assisted language learning (CALL) is no exception. "En Busca de Esmeraldas" is a CALL activity delivered via the Internet and based on principles of language teaching (Doughty & Long, 2002; Long, in press) and on Chapelle's (1998) proposals for developing multimedia, grounded in SLA research. The first part of this article presents the steps necessary for designing an effective language learning tool to foster communication and negotiation, taking into consideration the importance of supporting integral education, using tasks, providing elaborated input and feedback, and promoting collaborative learning. The second part of the article reports on a study conducted using such a tool to determine whether communication and negotiation occurred, and whether the negotiation was similar to that reported in previous studies that claim such negotiation facilitates the comprehension process.
Whereas many educators enthusiastically embrace the use of Internet-based reading materials, little theoretical and empirical research exists that demonstrates how to make use of such practices in a sound pedagogical way. This article provides guidance to teachers and curriculum developers by describing three approaches to integrating Internet-based reading materials into a foreign language curriculum. The design of an Internet-based lesson is largely determined by a teacher's pedagogical approach, her/his technological expertise, and the students' language proficiency. In light of these factors, the approach to the pedagogical design of successful lessons falls along a continuum from being teacher-determined or teacher-facilitated to student- determined. In more detail, lesson designs may distinguish themselves in the following areas: • the learning resources, that is, the topics and content, text type • the scope of the learning environment, that is, the number of different sources (sites or links) to be integrated • the learning tasks, that is, the ways in which the learners explore the reading materials, synthesize and assimilate what they have learned. • the degree of teacher and learner involvement in determining the areas mentioned above Based on concrete sample lessons, this article describes the strengths and challenges of each approach from a pedagogical, technological and designer's point of view.
A vast and largely untapped resource for second language learners has recently become available: native speakers of languages being learned who have access to the Internet. To explore the potential of this new resource for second language learning, we reviewed six free programs for Windows and Macintosh computers that permit synchronous audio (and some video) communication via the Internet. It was found that although the audio (and video) quality varied both among and within the programs reviewed, the communicative contexts created by these programs can provide second language learners with an inexpensive means for useful audio interaction with native speakers of their second language. We provide recommendations for program choice according to user needs and preferences, with an emphasis on tandem language learning, a context in which participants take turns being both second language learner and tutor of their native language. It should be quite obvious to anyone living in a technologically developed country today that the widespread availability of personal computers and the Internet have brought about dramatic changes in the way that we communicate. The use of electronic mail is the most obvious way in which our communicative behavior has changed over the last two decades. Instant messaging systems are also gaining widespread use with the integration of the Internet into various wireless devices such as portable telephones.
Moodle: A virtual learning environment for the rest of us
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