Student and Lecturer Perceptions of Usability of the Virtual Programming Lab Module for Moodle

Ramos, Vinicius; Cechinel, Cristian; Magé, Larissa; Lemos, Robson Rodrigues

doi:10.15388/infedu.2021.14

Cited by 7 publications

(4 citation statements)

References 29 publications

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“…However, more than a half the respondents (54.3%) agreed that they came across a lot of technical jargons (SD2) meaning that the system used technical language in some area which made it hard for them to understand. Similar feedback was given by a heuristics evaluation in the study of Ramos et al (2021), whereby error messages were noted. However, they did not show the actual reason for the error.…”

Section: Errorsmentioning

confidence: 96%

Educators’ Perspectives on Usability of the Moodle LMS: A Case of the National Institute of Transport, Tanzania

Phillip Bhalalusesa,

Said Kombo,

Godwin Mwakalinga

et al. 2023

EAJESS

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The purpose of this study was to assess the usability of the Moodle LMS at the National Institute of Transport in Tanzania. The study employed a descriptive research design that involved the use of a questionnaires and interview to collect data from 35 educators who were using the Moodle LMS. Quantitative data was analyzed using the SPSS while qualitative data involved content analysis. The study identified effectiveness, satisfaction, memorability, learnability and errors factors to be used to assess usability issues. The study revealed that educators encountered usability problems related to navigation, content, layout, interaction, feedback, help and support. The study recommends that the NIT should focus on providing a user-friendly interface, clear content, consistent layout, enhanced interaction and timely feedback to improve the usability of the Moodle LMS. By addressing these usability problems, NIT will enhance the effectiveness of teaching and learning activities. Moreover, the study recommends regular training to teachers on how to use the Moodle LMS.

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Section: Errorsmentioning

confidence: 96%

Educators’ Perspectives on Usability of the Moodle LMS: A Case of the National Institute of Transport, Tanzania

Phillip Bhalalusesa,

Said Kombo,

Godwin Mwakalinga

et al. 2023

EAJESS

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“…Laboratorio virtual de programación. VPL (Virtual Programming Lab) por sus siglas en inglés, es un módulo para Moodle que permite gestionar tareas de programación, proporciona la posibilidad de integrar un módulo de asignación y evaluación automática de tarea, acceso a múltiples recursos y actividades, y permite la práctica continua de ejercicios de programación (Ramos et al, 2021), con Página 14 todos estos elementos fue posible configurar un ambiente virtual de aprendizaje para alcanzar las competencias en lógica algorítmica (García Aretio, 2019). El VPL permite: cargar, descargar y ver asignaciones, realizar copias de seguridad y restauración, gestión de grupos, control de acceso basado en roles, registros de acceso e identificación de plagio, entre otras acciones adaptadas a programación (Wangenheim et al, 2015).…”

Section: Diseñounclassified

Mediaciones tecnológicas para el desarrollo de competencias en lógica algorítmica

ESPINOSA SARMIENTO,

ÁLVAREZ GUAYARA,

GARCÍA QUINTERO

2023

Investigación Interdisciplinaria - Universidad De La Amazonia, Libro Resultado De Investigación

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En el marco del proyecto de investigación titulado “Estrategia didáctica mediada por las TIC para contribuir al fortalecimiento de las competencias en lógica algorítmica de los estudiantes de la Facultad de Ingeniería de la Universidad de la Amazonia”, avalado por el Comité de Investigaciones de la Universidad de la Amazonia en Acta No. 002 del 31 de marzo de 2020, se diseñaron diferentes recursos y actividades mediadas por las TIC, que se fundamentaron en el análisis de estrategias ya implementadas y que han arrojado resultados destacados en la formación de estudiantes en las carreras afines a las ciencias de la computación; las mediaciones tecnológicas diseñadas configuraron la propuesta de intervención ajustada a los requerimientos particulares para el programa Ingeniería de Sistemas de la Universidad de la Amazonia, en el curso de Lógica y Algoritmos I. Para lograr el propósito de la investigación se utilizó una metodología proyectiva con dos fases, una no experimental descriptiva en la que se abordó la fundamentación teórica y de diseño y otra experimental en la que se llevó a cabo el proceso de implementación y análisis. Como resultado se obtuvo el diseño de las mediaciones tecnológicas que consistieron en un ambiente de aprendizaje en Moodle con el complemento del laboratorio virtual de programación (VPL), y una aplicación móvil con elementos de gamificación para el desarrollo de competencias en lógica algorítmica.

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“…Meanwhile, Cimer & Coskun (2018) stated that understanding students' existing knowledge structures in the design and development of instructional materials promote constructive learning and facilitate productive outcomes. Nevertheless, to comprehend the effects of the usability and usefulness of this learning module, it is necessary to conduct a thorough evaluation that considers factors including user-friendliness, accessibility, clarity of instructions, and overall student satisfaction (Ramos et al, 2021). By analysing these elements, educators can assess the usability and usefulness of the learning module and implement necessary enhancements to improve student learning (Fidiastuti et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Self-Learning Modules in Improving Malaysian Primary Teachers' Skills in Using Google Applications

Shahruddin,

Din,

Othman

2023

IJARBSS

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This research aims to explore the usability and usefulness of Self-Learning Modules in improving teachers' skills in using five Google Apps. While these applications are widely utilized in education, previous studies have highlighted the challenges teachers face when attempting to employ them effectively. The existing modules do not adequately prioritize the utilization of Google Apps. Realising the phenomenon, a Google Literacy Module was created, incorporating the principles of Constructivism Theory. The design and development of the module integrated two instructional design models, namely the ADDIE Model and UDin Model. This study adopts a quantitative approach, leveraging a review of specific existing literature to provide support for the research. The findings indicate that the proposed module exhibits a high level of usability among its users. Therefore, it is relevant and acceptable to utilize the self-learning Google Literacy Module as a reference, enabling users to enhance their digital skills.

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Student and Lecturer Perceptions of Usability of the Virtual Programming Lab Module for Moodle

Cited by 7 publications

References 29 publications

Educators’ Perspectives on Usability of the Moodle LMS: A Case of the National Institute of Transport, Tanzania

Educators’ Perspectives on Usability of the Moodle LMS: A Case of the National Institute of Transport, Tanzania

Mediaciones tecnológicas para el desarrollo de competencias en lógica algorítmica

Self-Learning Modules in Improving Malaysian Primary Teachers' Skills in Using Google Applications

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