Baiba Avota (2018) “Assessment of distance learning quality criteria for continuing education of medical practitioners” Society. Integration. Education. Proceedings of the International Scientific Conference, May 25th-26
An LMS or similarly-featured system could enhance the practice of physicians in rural areas, this research argues. Specific needs in these contexts are divided into “synchronous and asynchronous,” as well as educational versus psychological. Moodle, with its recent offline access features for mobile devices, its ability to be easily customized relative to the alternatives, its support for learning as well as performance analytics, and its free license, is deemed the ideal choice for faculties, institutions, and advocates of ongoing professional education in the rural medical practices.
MD Khaled and others (2018) “Investigating Students’ Adoption and Usage Behavior of Educational Technology (EduTech) at Tertiary Level (PLS-SEM Approach)” AIUB Journal Of Science And Engineering
UTAUT, a “Unified” revision of the established Technology Acceptance Model in the research of user experience and design, is the basis for a survey sampling 149 undergraduate students. The research team plugged the survey responses into a linear Confirmatory Factor Analysis model to show that the strongest influencers in the decision to stimulate further Moodle “Usage Behavior” are, in order: “Perceived Behavioral Control”, “Performance Expectancy,” “Effort Expectancy” and “Behavioral Intent,” which also influences Effort Expectancy.
Natalie Milman (2018) “Incorporating Asynchronous Online Discussions In Blended And Online Education: Tools, Benefits, Challenges, And Best Practices” Society for the Teaching of Psychology’s The Use of Technology in Teaching and Learning
Moodle is an example of a system that supports “asynchronous interaction,” or the ability to let users interact with content resulting from interactions from another user done previously, without the need for both to be connected at the same time. While coursework or forums are staple asynchronous EdTech tools, could newer activities consider the impact on engagement from not being connected to one another in real time? Milman proposes that to counter the feeling of discontinuity, potential information overload after logging back in after a while, and misunderstandings left unsolved for too long, a more encompassing design framework should be deployed. Interactions, for example, could place a higher focus on a sense of duty or missions, and highlight the value of fewer but more meaningful interactions with peers.
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