Development of Adaptive E-Learning Course in Moodle System

Кукарцев, В. В.; Chzhan, E. A.; Tynchenko, V. S.; Antamoshkin, Oleslav; Ступина, А. А.

doi:10.1051/shsconf/20185001091

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…One of such systems that gained popularity in universities due to its flexibility and free distribution is Moodle LMS. That makes the question of implementation of adaptivity elements in Moodle relevant and many researchers have paid attention to this topic in the recent decade among whom there are Gökhan Akçapınar [8], Valentina Caputi and Antonio Garrido [9], Aleksejs Jurenoks [10], Vladislav Kukartsev, Ekaterina Chzhan, Vadim Tynchenko, Oleslav Antamoshkin and Alena Stupina [11], Linawati, NMAE Dewi Wirastuti and G. Sukadarmika [12], S. Nikitopoulou, E. Kalabokis, Z. Asimakopoulos and A. Apergi [13], Herman Dwi Surjono [14] and others.…”

Section: Introductionmentioning

confidence: 99%

Experimental Verification of the Effectiveness of Teaching Methods Using Adaptive Mathematics Teaching

Zhilmagambetova

Mubarakov

Alimagambetova

2022

SJAITU

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The article presents theoretical and empirical results of the study of the advantages of adaptive learning. The practice of creating and organizing adaptive learning for students using the «Moodle» platform is considered, and the results of the application of the adaptive learning model in the preparation of first and second-year students in secondary vocational education are presented. The article presents the results of the input, intermediate, and control measures that the control and experimental groups took. The results are presented both in tabular form, indicating the individual achievements of students in points, and in the form of bar charts. Based on the data obtained, it is possible to quantify the progress in the study of the discipline of mathematics and to compare the individual achievements of students. Thanks to a detailed assessment of various aspects of the results of experimental tasks, it is possible to identify with high accuracy the strengths and weaknesses in the preparation of each of the students, to give individual recommendations for further training. The verification of the validity of the coincidences and differences in the characteristics of the control and experimental groups was carried out by using the Kramer–Welch statistical criterion, which demonstrated, on the one hand, the equality of the training levels of the control and experimental groups at the beginning of the pedagogical experiment under consideration, and on the other hand, the significance of the difference in the level of training at the end of the training process through the application of the proposed methodology.

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Section: Introductionmentioning

confidence: 99%

Experimental Verification of the Effectiveness of Teaching Methods Using Adaptive Mathematics Teaching

Zhilmagambetova

Mubarakov

Alimagambetova

2022

SJAITU

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“…The implementation of the adaptability of ELC using different pathways was proposed earlier and the results are presented in the work of the authors [5]. As a part of this study, it is proposed to provide students with independent control over the course, assess their success and be able to improve their performance.…”

Section: Introductionmentioning

confidence: 99%

Application of Adaptive Learning Technologies in Modern Polytechnic Education

Кукарцев¹,

Chzhan²,

Tynchenko³

2020

Proceedings of the International Scientific Conference "Far East Con" (ISCFEC 2020)

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In modern society, special requirements are imposed on education and pedagogical methods. Education can be obtained remotely using various means and capabilities. These include interactive e-courses. This article is devoted to the problem of development of electronic courses based on the Moodle platform. The main feature of the courses under consideration is the use of different learning pathways. These pathways help to make e-course adaptive. Students have the possibility to control the learning process and its progress. The article presents the results of testing an adaptive course for students.

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