Effectiveness of Moodle-Enabled Blended Learning in Private Indian Business School Teaching Niche Programs (original) (raw)
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2019
Combined learning among the world's top universities including Malaysia was commonly recognized. Many educational organizations, like Blackboard, WebCT and Moodle, have introduced Learning Management Systems (LMSs) or Course Management Systems (CMSs), depending on the capabilities and needs of the institutions ' programmes. The aim of this paper is to report the results of implementation of learning management system (LMS) using Moodle on student engagement in Computer Science (CS) classroom for two semesters. Furthermore, we also investigating the parameters that influence student engagement and how these scales relate to each stage of learning process to produce better learning performance. The respondents for this work are students who enrolled CS courses regardless of any year. The survey conducted using online and distributed to various type of subject taught in CS for the semester to confirm the students’ learning preferences using blended learning style. From the surv...
Proceedings of EDULEARN14 Conference: 6th International Conference on Education and New Learning Technologies, 2014
In this paper we analyse the effect of using the Moodle platform as a learning management system to support a blended learning in-service course for secondary school mathematics teachers in South Africa. First we describe briefly the background necessitating the in-service programme for maths teachers and then sketch out the theoretical frameworks that informed the blended learning course design. The views of 71 teachers who participated in the course were solicited using a questionnaire to determine the extent to which the Moodle platform complemented the face-to-face contact sessions, hard copy course material and Interactive Telematic Education (ITE) broadcast sessions which were combined to come up with a unique blended learning model. The survey results indicated that although the Moodle platform had some limitations it facilitated synchronous discussions on designated days and asynchronous discussions between students and lecturers. Both the student-tostudent and the lecturer-student interactions were of academic value and helped to reduce the barriers of physical and temporal separations. A major limitation in the integration of Moodle was the limited accessibility of the Internet to some of the learners. Some learners had to travel to gain access to the internet at internet cafes, experienced very slow internet, or simply could not afford the exorbitant costs or gave up participation. Recommendations are made for the improvement of the ICT infrastructure and connectivity to schools and remote parts of the country, lowering of internet tariffs and mobile gadget costs so that remotely located teachers can be reached and supported speedily by university in-service programmes such as the ACE. Lessons learnt from this study can inform the design of future programmes offered in blended learning format
In this paper, students’ practices and performance were studied, while using a Learning Management System in a blended learning environment. This is a case study involving 117 students who attended an academic course based upon a blended learning approach, using an open source e-learning environment (Moodle). The course refers to ICT integration in education and has been reformulated to be offered in the context of blended learning. The course’s methodology was mainly based on a problem solving approach. The impact of nine variables depicting the expressed students’ practices while using Moodle was examined (spectrum of use, assignment view, forum add post, forum view, resource view user’s profile inspection, questionnaire and glossary inspection) on their performance. A multiple regression was applied to investigate relation between the students’ practices and their performance. From the analysis of the collected data it was depicted that the system usage is significantly related with the students’ performance, explaining the 20.2% of variance in their total grades.
“The Best Thing Created Since Sliced Bread…” – Our Journey Toward Blended Learning
From 2001 to the fall of 2006, the lecturers and students of The University of the West Indies, St. Augustine Campus, Trinidad and Tobago, used WebCT, a commercial web based learning management system (LMS), to prepare, manage and deliver learning content and resources to students. The low level of adoption and high cost of the license led University Administrators to question the benefit to cost ratio. A committee was formed to compare open source LMSs (Moodle, Sakai, and Angel) to WebCT and based on this data, recommend a LMS for the St. Augustine Campus. Based on their review of the pricing, hardware/software requirements, communication tools, productivity tools, opportunities for student involvement, administrative tools, course development and curriculum design features, the committee chose to adopt Moodle. This paper will describe our Moodle implementation strategy and will reflect on the issues as well as successes arising over the last two years.
Learning Management system (LMS) for Educators: An In-Depth Analysis with References to MOODLE
International Journal for Research in Applied Science and Engineering Technology IJRASET, 2020
An expeditious transformation is taking place in the edification sector, where more of online and technical mode of communication is being habituated vis-à-vis traditional approach. Many online platforms are adopted by the erudition givers to edify the target audience. This Research paper focuses on the Free and Open Source Learning Management System (LMS) MOODLE for knowledge sharing and assessment there are multiple LMS available today with the incrementation in demand, however, in this study, the researcher has fixated on the role of MOODLE LMS for imparting cognizance from an educator's perspective.
Blended Learning: An effective approach for Online Teaching and Learning
Journal of Engineering Education Transformations
The present education system has been disturbed due the COVID-19 pandemic and has imposed a greater challenge on educational institutions to seek out alternative approaches in the teaching-learning process. Most of the educational institutions took several initiatives to impart education with the aid of digital technology. In Today’s world knowledge construction in students can be enhanced by combining technology with the traditional way of lecture delivery. Blended learning is a technique which integrates digital media and technology along with traditional classroom activity. It also provides more flexibility for students to customize their learning experiences. Both online and offline will complement each other by using their individual strength. This paper presents a Blended learning approach using Modular Object-Oriented Dynamic Learning Environment (Moodle) as Learning Management System (LMS) platform. Asynchronous videos were created in studios using Lightboard and uploaded on...
Designing and Development of Learning Management System using MOODLE for B.Ed. Teacher Trainees
IJCRT, 2022
The Present study is related to the use of Information Technology in education with the incorporation of internet services for solving a number of problems of teaching and learning. As, in present scenario, students want to learn by their own pace and at their own place. They prefer to get formal Education, informally. To overcome the flaws of formal education system, technology has created a virtual ambience around the learner to enhance the knowledge and hence augment the learning outcomes. One of these virtual environments is using Learning Management Systems (LMS). The aim of this paper is to design and develop a Learning Management System on some selected topics of psychological perspectives of learning for B.Ed. Teachers Training by using hybridized model. Investigators had tried to develop LMS on some selected topics of Psychological perspectives of learning for B.Ed. Teacher Trainees. Investigator used four quadrants in LMS for developing course content. Researcher has used the MOODLE together with the Google doc, wiki, discussion forums, chats, for the teaching Learning theories to B.Ed. Teacher Trainees. The investigators' opinion is that these tools can increase the achievement and motivation of teacher trainees. In conclusion it can be said that LMS on psychological perspective of learning can be effective learning source for the B.Ed. trainees.
Learning Management System -Moodle: Impact on Teacher Educators
Learning Management Systems (LMS) have been extensively accepted by higher education institutions universally for over a decade. Educational organisations now spend a significant proportion of their resources on installing and maintaining these systems. This expenditure continues to increase, raising questions as to whether LMS in educational organisations are fulfilling their potential. Learning Management Systems are now installed in the majority of higher education institutions. These web-based LMS are proposed to support teaching and learning activities. They consist of various features that enable teacher educators to share learning materials as well as providing interaction with their students both synchronously and asynchronously (Vovides et al. 2007). The most widely adopted LMS are Blackboard, Sakai, KEWL, and Moodle (Unwin et al. 2010). The research paper focuses on the LMS Moodle. Institutions use the LMS to supplement traditional face-to-face delivery where teacher educators develop and share digital learning materials via the Internet. In this case, the LMS are used as an electronic repositories of learning materials (Vovides et al. 2007). Institutions especially those offering distance education, have been combining LMS with traditional face-to-face delivery in order to reach more learners across various geographical boundaries (Andersson & Grönlund 2009). In light of these benefits, the adoption of LMS by higher education institutions has continued to increase in recent years. With the continued increase of LMS in recent years, this paper researches by suggesting strategies that can help teacher educators make more effective use of LMS.
A STUDY ON THE EFFECTIVENESS OF BLENDED LEARNING
The aim of the study was to investigate the effectiveness of blended learning in the study of business studies as related to the Learning Management System (LMS) in a University College. The study was conducted with a view to assess the effectiveness of blended learning that has become a buzz word in the academic environment. The study further tried to assess how the Learning Management System helps in this popularity of blended learning. A questionnaire with 27 (twenty seven) items was designed to evaluate the aspect of blended learning distributed to 34 students registered for Business Studies, while an online questionnaire with 18 (eighteen) items designed and surveyed by the Centre for Instructional and Technological Support (CITS) hosted online accessed by 180 students was used as secondary data to assess the way the LMS aids blended learning. Findings on how effective blended learning is in making students active learners in the study of business study showed that blended learning is very effective in accomplishing this goal. The students' attitude toward blended learning is positive i.e. they have a good perception of the concept. The learning management system definitely aids blended learning. Recommendations were made for future research.
DEVELOPING BLENDED LEARNING UNIVERSITY COURSE USING A VIRTUAL LEARNING ENVIRONMENT-A CASE STUDY
This case study evaluates the challenges encountered in the Blended Learning development using Moodle Virtual Learning Environment in the context of TEMPUS CRUNT elearning inter-university network. The paper examines a variety of determinants that influence technology acceptance and successful implementation of the VLE in the educational field. The study begins with an examination of Moodle Virtual Learning Environment, which can provide course materials such as handouts, lecture notes and PowerPoint presentations to the students. Moodle can be used in more interactive ways, which require input from the students. Such as discussion forums, chat rooms, quizzes and assignment drop boxes. There are analyzed the technological factors influencing technology adoption including issues surrounding acquisition, management and support of a VLE in secondary and high schools. We explore teacher level factors of Moodle VLE acceptance and how teacher attitudes to such platform are developed. The findings show that there are specific technological, teacher level and school level factors influencing Moodle acceptance. They also show that teacher attitudes to the implementation of the Moodle in the school are tied to their attitudes and responses to national objectives in education and national strategies for reshaping learning. Although the number of distance courses has risen significantly over the last years, mixed modes of delivery, with face-to-face settings supported by online tools, remain the dominant form of online learning. There is clearly a need in the literature for greater exploration of flexible modes of learning, including e-tools, especially when teaching computational skills to engineering and university students. Moodle logs and statistics were examined along with documentation relating to this VLE.