Open‐source learning management systems: a predictive model for higher education

Rooij, Shahron Williams van

doi:10.1111/j.1365-2729.2011.00422.x

Cited by 20 publications

(7 citation statements)

References 24 publications

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“…LMSs encounter a huge diversity of characteristics that can be used to support the distance learning as well as the traditional learning. LMSs usually function based on internet as web-based systems [2]. By using the LMSs in education process, teachers and students are important actors for suchlike teaching management systems.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perception on the Benefits of Using Online Resources

Shatri

Buza

Bunjaku

2021

Int. J. Emerg. Technol. Learn.

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This research elaborates the perception of the teachers in relation to the benefits of using online resources in their educational activities, respectively the impact of the utilization of the platform “School Me” in the teaching and learning pro-cess. This was a longitudinal research and it included teachers of various sub-jects. The key research question tends to address the teachers’ insight for the benefits of using online resources. Taking into account that the nature of this study is of the evaluative character, a mixed methodology has been implemented by using questionnaires and interviews in order to study and analyze the problem focus. The results show that teachers have a positive attitude towards usage of the platform in their teaching, which also influences for their lessons to become more attractive and comprehensive for the students and easier for the teachers. As far as the usage of online resources for the students’ learning concerns, the findings of the performed research indicate a positive attitude of the teachers in schools for the affirmative impact that the usage of online resources has for the students’ learning. This research also indicated that there are still technical prob-lems present which in many cases hindered the utilization of the online re-sources.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perception on the Benefits of Using Online Resources

Shatri

Buza

Bunjaku

2021

Int. J. Emerg. Technol. Learn.

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“…Various learning management systems (LMSs) and tools are available to develop digital resources for courses which were previously solely based on traditional face-to-face teaching. Research has identified Moodle as a complete and adequate platform for implementation in higher education (Aydin & Tirkes, 2010;Williams van Rooij, 2012). Moodle provides different user-friendly tools such as "quizzes", "forums", "databases" and "workshops" to develop various digital resources for teaching and assessment purposes.…”

Section: Introductionmentioning

confidence: 99%

Optimising Moodle quizzes for online assessments

et al. 2019

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Background: Computer-aided learning management systems (LMSs) are widely used in higher education and are viewed as beneficial when transitioning from conventional face-to-face teaching to fully online courses. While LMSs have unique tools for transferring and assessing knowledge, their ability to engage and assess learners needs further investigation. This paper focuses on a study examining the LMS "Moodle" to ascertain the effectiveness of "Moodle quizzes" to improve, assess and distinguish knowledge in a civil engineering course at an Australian university. The course has a database comprising 62 formative and 61 summative quiz questions with embedded text, images, audio and video. This study investigates the use of these quiz questions with four course cohorts and 169 students. The quizzes assessed competencies of students during various stages of a study period through automated marking. The suitability of questions to assess and distinguish student knowledge levels was determined using a psychometric analysis based on facility index (FI) and the discrimination index (DI) statistics embedded within the Moodle quizzes. Results: This study highlights strategies used to set and review quiz questions for formative and summative assessments. Results indicated that students were engaged and satisfied in the formative assessment because they viewed the interactive videos between 2 and 6 times and 65% of students attempted all the formative questions. The FI indicated student pass rate for the summative questions and DI indicated the difficulty of these questions, while the combination of FI and DI results separated students with different knowledge levels.Using these Moodle statistics provided information to make effective decisions on how to improve the summative quizzes. Conclusion: The multimodal quizzes were effective in teaching and assessing a theoretical engineering course and provided efficient methods to replace conventional assessments. The FI and DI indexes are useful statistical tools in redesigning appropriate sets of questions. Time-poor academics will benefit from using these easily attainable Moodle statistics to inform decisions while revising the quizzes and making assessments more autonomous.

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“…Several Learning Management Systems (LMS) and tools are available to create digital resources for courses that previously relied entirely on face-to-face instruction. Moodle (acronym for Modular Object Oriented term Developmental Learning Environment) has been acknowledged as a full and suitable platform for use in higher education by research [17]- [19]. Moodle is a Free web application that educators can use to create effective online learning sites that may offer a variety of user-friendly tools able to create digital resources for teaching and evaluation, including "quizzes," "forums," "databases," and "workshops."…”

Section: Online Assessment Methodsmentioning

confidence: 99%

Online Assessment Using Different Tools and Techniques in Higher Education

Soares¹

2022

EDULEARN Proceedings

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Assessment can be a crucial component in the teaching and learning process and should measure or certify results. Online assessment means using the technology to provide assessment which can be diagnostic, formative or summative and can be considered a valuable tool in higher education as it allows teachers, on one hand, to have quick access to students' performance and, on the other hand, students can receive instant and individual feedback, which helps them to structure their own learning path.There are many different ways to efficiently assess students' learning online, the purpose of this paper is to introduce some online assessment tools and techniques that can be used in education to assess student performance using technology. In general, learning management systems, such as Moodle, use online assessment tools, some of which will be presented, based on the corresponding learning requirements and objectives. Several online assessment techniques, that undeniably support training, engage students, and provide instructors with perception of their students' learning process, will also be analyzed. Furthermore, several tools and techniques related to mathematics will be presented, like for instance STACK (System for Teaching and Assessment using a Computer Algebra Kernel) and iSpring Suite 9. STACK, an online assessment package for mathematics, is an open-source system that supports the development of sophisticated and challenging assessments for STEM subjects, enabling the direct and systematized feedback delivery to help students improve their performance and understanding. The iSpring Suite 9, a fully e-learning toolkit, with a Math equation editor which allows the development of interactive assessments and quizzes for e-Courses. Some advantages and disadvantages about the online assessment process will be also presented.

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Open‐source learning management systems: a predictive model for higher education

Cited by 20 publications

References 24 publications

Teachers’ Perception on the Benefits of Using Online Resources

Teachers’ Perception on the Benefits of Using Online Resources

Optimising Moodle quizzes for online assessments

Online Assessment Using Different Tools and Techniques in Higher Education

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