Influence of Moodle and MS Teams on teaching-learning-studying (TLS) processes

Krašna, Marjan; Pesek, Igor

doi:10.23919/mipro48935.2020.9245356

Cited by 10 publications

(7 citation statements)

References 3 publications

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“…Yelena Chaiko et al commented that the use of open source software is the best solution when it is implemented in many activity areas, concluding that the use of Big Blue Button is better than other applications, such as Zoom, because of its data vulnerability issue or Blackboard Collaborate due to its high cost [9]. On the contrary, a comparison study conducted between Microsoft Teams and Moodle highlights an advantage of MS Teams, since it does have audio and video calls that work in Skype as well and also enables desktop sharing [10]. Online platforms could potentially scale and improve both satisfaction and usability perceived by students over online platforms [11].…”

Section: Introductionmentioning

confidence: 99%

Remote Academic Platforms in Times of a Pandemic

García

Velásquez

Romero

et al. 2021

Int. J. Emerg. Technol. Learn.

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The pandemic has accelerated the use and development of video conferenc-ing platforms due to COVID-19, and it is necessary to find an application that best suits our requirements. This article evaluates nine features of nine video conferencing applications to find the best choice. A detailed analysis has been conducted in this article using surveys to collect data from two samples at national and international level. The methodology followed is the CDIO methodology, a tool to address complex problems in four stages: conception, design, implementation, and operation. The primary aim of this paper is to examine which is the best livestreaming option according to the selected criteria, using, as references, well-known applications such as Jitsi, Zoom, Microsoft Teams, Google Meet, Big Blue Button, among others. An application of multicriteria analysis is also shown to support the evalua-tion of these platforms compared to the established criteria.

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Section: Introductionmentioning

confidence: 99%

Remote Academic Platforms in Times of a Pandemic

García

Velásquez

Romero

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Learning materials, online accessibility, student involvement, and communication have always been essential to the e-learning philosophy [16]. During the transition from face-to-face to the COVID-19 emerging learning environments, most University online modules' lectures and Laboratories in the University of West Attica have been using simultaneously MS Teams (Communication Platform) for the synchronous lectures and Moodle or E-class (Learning Management Systems) for asynchronous support.…”

Section: Discussionmentioning

confidence: 99%

Development of an Innovative Learning Methodology Aiming to Optimise Learners’ Spatial Conception in an Online Mechanical CAD Module During COVID-19 Pandemic

Kanetaki

Stergiou

Troussas

et al. 2021

Frontiers in Artificial Intelligence and Applications

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The COVID-19 pandemic struck humanity in February 2020. Closures of educational institutions, worldwide, resulted to the creation of emergency remote teaching environments as a substitute to face to face learning. The disruption caused in the academic community has stimulated innovative learning methods within all levels of the educational sector. New parameters affecting knowledge transmission are getting involved while students follow courses apart on a common virtual learning environment. This research is based on a first-semester Mechanical Engineering CAD module in tertiary education. A learning strategy has been applied by reforming the traditional face-to-face leaning mode to a fully remote learning environment. The methods applied have been tested using statistical analysis and have shown to contribute significantly in students’ spatial perception in 2-Dimentional Drawings. The outcomes of this research reveal a novel teaching strategy that improved students’ academic achievements in CAD during the lockdown. Specific aspects can be considered sustainable on their return back to normality.

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“…The e-learning paradigm has always included instructional materials, internet accessibility, student interaction, and communication [16]. Most University online courses' lectures and laboratories in universities worldwide and specifically in the presented case of the University of West Attica have been using MS Teams (Communication Platform) for synchronous lectures and Moodle or e-Class (Learning Management Systems) for asynchronous support during the transition from face-to-face to the COVID-19 emerging learning environments.…”

Section: Discussionmentioning

confidence: 99%

Data Mining for Improving Online Higher Education Amidst COVID-19 Pandemic: A Case Study in the Assessment of Engineering Students

Kanetaki

Stergiou

Bekas

et al. 2021

Frontiers in Artificial Intelligence and Applications

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Instructional materials, internet accessibility, student involvement and communication have always been integral characteristics of e-learning. During the transition from face-to-face to COVID-19 new online learning environments, the lectures and laboratories at universities have taken place either synchronously (using platforms, like MS Teams) or asynchronously (using platforms, like Moodle). In this study, a case study of a Greek university on the online assessment of learners is presented. As a testbed of this research, MS Teams was employed and tested as being a Learning Management System for evaluating a single platform use in order to avoid disruption of the educational procedure with concurrent LMS operations during the pandemic. A statistical analysis including a correlation analysis and a reliability analysis has been used to mine and filter data from online questionnaires. 37 variables were found to have a significant impact on the testing of tasks’ assignment into a single platform that was used at the same time for synchronous lectures. The calculation of Cronbach’s Alpha coefficient indicated that 89% of the survey questions have been found to be internally consistent and reliable variables and sampling adequacy measure (Bartlett’s test) was determined to be good at 0.816. Two clusters of students have been differentiated based on the parameters of their diligence, communication abilities and level of knowledge embedding. A hierarchical cluster analysis has been performed extracting a dendrogram indicating 2 large clusters in the upper branch, three clusters in the lower branch and an ensuing lower branch containing five clusters.

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Influence of Moodle and MS Teams on teaching-learning-studying (TLS) processes

Cited by 10 publications

References 3 publications

Remote Academic Platforms in Times of a Pandemic

Remote Academic Platforms in Times of a Pandemic

Development of an Innovative Learning Methodology Aiming to Optimise Learners’ Spatial Conception in an Online Mechanical CAD Module During COVID-19 Pandemic

Data Mining for Improving Online Higher Education Amidst COVID-19 Pandemic: A Case Study in the Assessment of Engineering Students

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