The implementation of Moodle platform through lecturer’s perspectives at English department

Elhawwa, Tazkiyatunnafs

doi:10.23971/jefl.v7i2.502

Cited by 3 publications

(3 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other tools and applications that facilitated teachers in managing their writing courses have a long list to be mentioned, such as Moodle (Elhawwa, 2017), Canvas (Yundayani et al, 2019), digital storytelling (Chiang, 2020), and mobile phones (Alsied, 2019). With the rapid growth of technology and its utilization in language teaching classes, the list may not stop here.…”

Section: Introductionmentioning

confidence: 99%

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Rosyada

Sundari

2021

SiELE

View full text Add to dashboard Cite

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

show abstract

Section: Introductionmentioning

confidence: 99%

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Rosyada

Sundari

2021

SiELE

View full text Add to dashboard Cite

show abstract

“…Learning's center has changed from concentrated content presentation to a learning procedure that maintains conversation and cooperation. Elhawwa (2017) exposed that the features that support participating, joining, associating, and other learner communication have converted conventional Moodle learning environments. The achievement of Moodle environments builds upon the information-sharing mechanism.…”

Section: Discussionmentioning

confidence: 99%

Implementation Interactive and Collaborative Online Learning English for Foreign Language Moodle-Based

Prasetya¹,

Pradipta

Suratno

2022

ETERNAL

View full text Add to dashboard Cite

Moodle virtual learning transformed the implementation of online English education. This Learning Management System (LMS) was the most accepted in Higher Education in Indonesia. The qualitative study investigates and determines the integration of Moodle features on interactive and collaborative English teaching approaches. Case studies practice various qualitative research approaches for 43 language lecturers as the respondent. Illustrative case studies assisted essentially in obtaining the unknown common and providing pedagogical members with a specific language regarding the subject in the problem. The result exposed the opportunity to implement an interactive and collaborative teaching approach in the English language educational process. The availability of Moodle features is concerned with the activities and resources main feature in Moodle. The interactive Moodle feature involved assignments, lessons, quizzes, and surveys. English language learners who engage in interactive online learning experiences are compelled to participate in their education. Involving them in the English language online education process is critical to their achievement. In the meantime, Collaborative Moodle features involved chat, forum, glossary, and wiki. These fundamental features were revealed to help English lecturers establish the learner-centered English pedagogy mode as course designers. Integrating collaborative activities into online courses improves performance outcomes for English language learners. The Moodle virtual English online pedagogy would be the proper system to accommodate and facilitate education in Higher Education. English lecturers as course designers and instructors needed to be aware of the improvement of virtual media and made enhancement English language learners

show abstract

“…The second option was to teach face-to-face in the classroom under certain conditions, such as limiting the number of the students in each class adhering to physical distancing, wearing masks, and washing hands. The third option was to integrate online learning (Horzum, 2017;Anderson, 2008) into their teaching practices and make use of learning management systems (Elhawwa, 2017) such as Google Classroom and Canvas (Yundayani et al, 2019). In most countries, education has now shifted to remote teaching during the pandemic (Handarini & Wulandari, 2020;Rosyada & Sundari, 2021).…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Students’ Voices on Blended Learning and Fully Online Classes during the COVID-19 Pandemic

Ginting¹,

Fahmi²,

Barella³

et al. 2021

WJEL

View full text Add to dashboard Cite

Due to the restrictions of direct interactions during the pandemic, educational practices have massively and simultaneously shifted to remote teaching. Remote teaching is to some extent often viewed as an ineffective means of instructional delivery. It lacks the kind of interactions between teachers and students that are primarily found in traditional classrooms. In addition to ubiquitous technical hindrances, many educators find students' learning progress hard to monitor in remote teaching. The obstacles in remote teaching have prompted the government and educators to explore the possibilities of holding face-to-face meetings in a blended learning format amid the pandemic. This paper is aimed to present a sketch of students' perceptions of the possibilities of combining face-to-face classes with online learning during a pandemic. Using online surveys for data gathering and descriptive statistics for data analysis, this study found that students’ perception of current emergencies influences their preferred mode of instructional delivery. The students appear to be much more tolerant of numerous hindrances in remote teaching than the potential risks of COVID-19 transmission. Most students in this study preferred fully online learning to blended learning. For them, health is the top priority.

show abstract

The implementation of Moodle platform through lecturer’s perspectives at English department

Cited by 3 publications

References 6 publications

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Implementation Interactive and Collaborative Online Learning English for Foreign Language Moodle-Based

Foreign Language Students’ Voices on Blended Learning and Fully Online Classes during the COVID-19 Pandemic

Contact Info

Product

Resources

About