A comparative study of moodle with other e-learning systems

Kumar, Sheo; Gankotiya, Anil; Dutta, Kamlesh

doi:10.1109/icectech.2011.5942032

Cited by 102 publications

(46 citation statements)

References 2 publications

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“…Other international research investigates e-examination security and encryption (Sabbah, Saroit & Kotb, 2011), Moodle and e-Learning systems (Kumar, Gankotiya & Dutta, 2011), and connections between authoring tools, learning management, e-Learning and e-examinations (Impedovo, Lucchese & Pirlo, 2006). E-examinations have been deployed widely in Austria (Frankl, Schartner & Zebedin, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Secure E-Examination Systems Compared: Case Studies from Two Countries

2017

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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

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Section: Literature Reviewmentioning

confidence: 99%

Secure E-Examination Systems Compared: Case Studies from Two Countries

2017

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“…[ Kumar et al 2011] faz um estudo focado no AVA Moodle, onde os autores tem como objetivo descobrir a escolha do melhor e mais adequado sistemas de e-learning fazendo uma comparação com outros ambientes virtuais de aprendizagem. Chegando a conclusão que a plataforma moodle em comparação com outros sistemas de e-learningé um sistema ideal para educaçãoà distância.…”

Section: Trabalhos Relacionadosunclassified

Avaliando o Uso das Ferramentas Educacionais no Ambiente Virtual de Aprendizagem Moodle

Santana¹,

Neto²,

Costa³

2014

Anais Do XXV Simpósio Brasileiro De Informática Na Educação (SBIE 2014)

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Abstract. Learning Management Systems (LMS) have contributed to the growth and popularity of distance learning modality. These LMSs are endowed with a variety of tools aimed at facilitating the process of teaching and learning. However, few studies have been conducted to evaluate the effectiveness of these tools. The objective of this study is to evaluate the use of these tools and their impact on the performance of students in the disciplines. This review was conducted in the LMS Moodle and the results has shown that most of the tools available in Moodle are being underutilized and that the relationship between them and student's performance is very low.Resumo. Os ambientes virtuais de aprendizagem (AVA) têm contribuído para o crescimento e popularização da modalidade de ensino a distância. Tais AVAs são dotados de uma variedade de ferramentas cujo objetivoé facilitar o processo de ensino e aprendizagem. Entretanto, poucos estudos têm sido realizados para avaliar a eficácia destas ferramentas. O objetivo deste trabalhoé avaliar o uso destas ferramentas e o impacto das mesmas sobre o desempenho dos estudantes nas disciplinas. Tal avaliação foi realizada no AVA Moodle e os resultados mostram que a maioria das ferramentas disponíveis no Moodle estão sendo subutilizadas e que a relação entre elas e o desempenho dos estudantes está muito baixa. IntroduçãoO uso de ambientes virtuais de aprendizagem (AVA) tem sido um dos principais fatores que levaram ao rápido crescimento da educação a distância (EAD) [ABED 2014]. Um AVA permite que educadores compartilhem informações com alunos, produzam material de conteúdo, preparem trabalhos, testes, se envolvam em discussões, gerenciem classes a distância e permitam a aprendizagem colaborativa com fóruns, chats, armazenamento de arquivos, notícias, etc [Romero et al. 2008]. De acordo com [Magalhães et al. 2010], hoje em dia, um dos AVAs mais utilizados no mundoé o Moodle, queé uma plataforma de aprendizagem projetada para fornecer aos educadores, administradores e estudantes um sistema robusto, seguro e integrado para criar ambientes de aprendizagem personalizados [Moodle 2014]. Tem como característica manter registros detalhados de todas as atividades que os alunos realizam, gerando grandes volume de dados.Técnicas de mineração de dados podem ser aplicadas para analisar grande volume de dados gerados em AVAs. Este procedimentoé chamado EDM (Educational Data Mining). EDM está preocupado com o desenvolvimento de métodos para explorar os dados em ambientes educacionais e, através destes métodos, entender melhor os alunos e os contextos em que eles aprendem [Baker et al. 2010].

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“…Moodle makes it possible to create an individualized process of learning where students can interact with each other and with their teachers, which encourages their close collaboration (Kumar, Gankotiya, & Dutta, 2011). Students can study outside classes at any convenient time, thereby increasing education efficacy.…”

Section: Blended Learning Classmentioning

confidence: 99%

Exploring the Potential of Blended Learning and Learning Management Systems (LMSs) for Higher Education in Aceh

Zainuddin

2015

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The paper aims to explore the potential of the blended learning approach for higher education in Aceh. This is a conceptual paper that attempts to provide the concepts and theories associated with implementing the blended learning approach on college-level students and lecturers. Blended Learning is a learning model that is enriched with traditional learning methods and online education materials. In a typical blended learning environment, students may learn contents outside of the class through websites or Learning Management Systems (LMSs), but engage in practical, hands-on activities during class hours. The author believes blended learning is a potentially effective approach if implemented for higher education in Aceh, especially Banda Aceh, which has adequate internet access in numerous areas. Integrating the blended learning approach will enhance students' self-paced learning in Aceh, and in turn improve their critical thinking and collaborative learning. This study also encourages lecturers in Aceh to implement the blended learning approach in their teaching and learning practices, as well as urges the use of various LMSs or Web 2.0 tools as online learning platforms. Finally, the practice of blended learning will support Universities in Aceh in transforming teaching and learning activities from being traditional, to becoming technology-based learning environments.

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A comparative study of moodle with other e-learning systems

Cited by 102 publications

References 2 publications

Secure E-Examination Systems Compared: Case Studies from Two Countries

Secure E-Examination Systems Compared: Case Studies from Two Countries

Avaliando o Uso das Ferramentas Educacionais no Ambiente Virtual de Aprendizagem Moodle

Exploring the Potential of Blended Learning and Learning Management Systems (LMSs) for Higher Education in Aceh

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