Evaluation of Moodle Features at Kajaani University of Applied Sciences – Case Study

Kc, Deepak

doi:10.1016/j.procs.2017.10.021

Cited by 53 publications

(26 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Their curriculum must address students' demands and requests and be able to adapt to the learning process. The functionality of the eLearning platform and knowledge of its functions play a prominent role in creating an effective online course [19].…”

Section: Personalized Learning In Moodle Lmsmentioning

confidence: 99%

Providing Adaptivity in Moodle LMS Courses

Shchedrina

Valiev

Sabirova

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

This study was aimed at investigating ways to ensure the adaptivity of Moodle courses to improve the efficiency of the educational process. As the main re-search method, the survey was used to study the issues of ensuring the adaptivity of eLearning in Moodle. Besides, within the current work, the method of achiev-ing the course adaptivity was combined with a personalized approach proposed by Limongelli et al. It was revealed that most study participants have difficulties with self-learning and perceiving educational material through audio records (36.4% and 36.4%, respectively). The development of the model for adaptive eLearning in Moodle was based on the use of the personalization approach, which provides an automatic adjustment of educational content according to stu-dents’ knowledge and way of learning. The adaptivity of eLearning courses is necessary for the successful implementation of online training in today’s educa-tion system. Prospects for the practical use of the research results lie in the possi-bility of an international exchange of experience concerning Moodle courses’ adaptivity.

show abstract

Section: Personalized Learning In Moodle Lmsmentioning

confidence: 99%

Providing Adaptivity in Moodle LMS Courses

Shchedrina

Valiev

Sabirova

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…que facilita llevar a cabo procesos de evaluación entre iguales. A través del Taller se puede recopilar cualquier contenido digital, revisar y evaluar el trabajo de los estudiantes desde un rol activo, es decir, integrando su participación en el proceso de evaluación (Deepak, 2017;Cordero y Caballero, 2015). Existen diversas investigaciones que avalan los beneficios que ofrece la evaluación entre iguales como estrategia para el aprendizaje (Acedo y Ruiz-Cabestre, 2011; Kiliç, 2016;Thawabieh, 2017;Kishwar et al, 2015;Siow, 2015), sin embargo, se encuentran pocos estudios que validen empíricamente el uso del Taller como herramienta para aplicar dicha estrategia (Strang, 2015).…”

Section: Introductionunclassified

“…Existen diversas investigaciones que avalan los beneficios que ofrece la evaluación entre iguales como estrategia para el aprendizaje (Acedo y Ruiz-Cabestre, 2011; Kiliç, 2016;Thawabieh, 2017;Kishwar et al, 2015;Siow, 2015), sin embargo, se encuentran pocos estudios que validen empíricamente el uso del Taller como herramienta para aplicar dicha estrategia (Strang, 2015). Se han encontrado experiencias que muestran su utilidad (Gallego et al, 2017), al igual que casos en que los usuarios lo consideran poco valioso en comparación con otros recursos que ofrece Moodle (Deepak, 2017).…”

Section: Introductionunclassified

Evaluación entre iguales en entornos de educación superior online mediante el taller de Moodle. Estudio de caso

et al. 2020

View full text Add to dashboard Cite

show abstract

“…One of the emerging opportunities that has changed traditional formal education in terms of quality, quantity, accessibility, cost, and delivery is e-learning (Aljamal, Cader, Chiemeke, & Speece, 2015;Liu, 2013). E-learning provides a new generation of learning that can assist institutions to achieve manifold goals (Taha, 2014) and play a key role in the learning process (Kc, 2017).…”

Section: Introductionmentioning

confidence: 99%

E-Learning Challenges in Iran: A Research Synthesis

Kasani

Mourkani

Seraji

et al. 2020

IRRODL

View full text Add to dashboard Cite

This study investigates and fully identifies the challenges of the Iranian e-learning system. The approach was qualitative and the method was research synthesis. The statistical population consisted of studies from 2006 to 2019 in the field of challenges of the e-learning system of Iran collected with specific keywords from the country’s databases. A total of 48 studies were identified as relevant. They were screened in stages and evaluated based on their title, abstract, and content. The final 19 articles selected underwent content analysis, revealing that Iran’s e-learning system faces problems in eight dimensions: legal, human, educational, technological, sociocultural, support, economic, and managerial-organizational. The results of the analysis could serve as a model for countries with similar technology infrastructure and cultural features wishing to improve their e-learning systems.

show abstract

Evaluation of Moodle Features at Kajaani University of Applied Sciences – Case Study

Cited by 53 publications

References 6 publications

Providing Adaptivity in Moodle LMS Courses

Providing Adaptivity in Moodle LMS Courses

Evaluación entre iguales en entornos de educación superior online mediante el taller de Moodle. Estudio de caso

E-Learning Challenges in Iran: A Research Synthesis

Contact Info

Product

Resources

About