Sandhya Devi Coll & Richard Kevin Coll (2018) “Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century”, Research in Science & Technological Education, Vol. 36
Focused on giving students scientific experiences they deem “valuable,” the authors implemented a “Digitally Integrated Fieldtrip Model” using Moodle, which took advantage of qualitative techniques to asses and deepen the learning value of field trips. Early results suggest Moodle can help increase engagement for scientific experiences and extend its pedagogical value long after.
Maria José Marcelino, Teresa Pessoa and others (2018) “Learning Computational Thinking and scratch at distance”, Computers in Human Behavior, Vol. 80
Researchers adapted the popular computational logic game/programming lab Scratch into a Moodle course to mend some of the difficulties teachers face implementing the tool within a curriculum, in this case for a virtual program. It shows promise according to early results in the challenge of teaching computational skills through virtual means. The small sample of students (9) was able to articulate knowledge and build logical programs using Scratch.
Judit Nagy (2018) “Evaluation of Online Video Usage and Learning Satisfaction: An Extension of the Technology Acceptance Model”, International Review of Research in Open & Distance Learning, Vol. 19
Standing on the basis of the Technology Acceptance Model, which provides explanations for the way people use new technologies, this study provides insight into using video for a business mathematics course in Moodle. Surveys suggest video is considered “useful” (the first stage of the Model) for skills acquisition, as well as student satisfaction (a later stage).
Xu Ling and Chen Xiaolu (2017) “Research on the Design and Autonomous Learning Implementation of Interactive Learning System in Art Teaching”, Revista de la Facultad de Ingenieria de la Universidad Central de Venezuela, Vol. 32
Signalling an issue involving skills related with art appreciation (which encompasses “aesthetic value,” the role of art criticism, and other elements,) researchers devised an “autonomous” Moodle course. As one of the main findings, Moodle or a similarly featured LMS could help students and teachers “plot networks” of information which can also reveal aspects of the teaching quality.
Li Ling Xiao and Siti Soraya Binti Abdul Rahman (2017) “Predicting learning styles based on students’ learning behaviour using correlation analysis,” Current Science, Vol. 113
Using LMS data originating from Moodle, the authors propose a framework that could eventually replace surveys, often criticized for letting users declare (rather than show) their preferences. LMS data could, at least in theory, be used to predict a student’s learning style.
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