Uses Of Communicative And Collaborative Activities In E-Learning: Moodle Platform As A Model/ استخدامات الأنشطة التواصلية والتعاونية في التعليم الالكتروني: منصة Moodle نموذجا

Abdelghani Bendridi

Abstract


This study aims to defining the uses of communicative and collaborative activities in learning process via Moodle platform, through a descriptive research. This platform is a kind of the learning management systems (LMS), it is specially designed to manage interactive electronic lessons, with the aim of supporting the learning process, whether hybrid learning (in Classroom and via platform) or completely virtual learning. In this research, we will focus on the most important uses and features it provides, as well as the contribution of the educational activities to creating new tools of communication between students and teachers and how to make learning process more interactive than classroom courses, so we describe and analyze in this study the most useful educational activities in Moodle platform (forum, chat, wiki, glossary, survey and database) and the different uses through the examples that we created.
The most important results of this study are: The E-learning platforms Moodle provided an environment for active learning through communicative and collaborative activities that simulate the Learning process in the classroom. Indeed, these activities made it easier for teachers to follow the learners better than what is available in the classroom, and enabled their learning to be assessed better. Therefore, the challenge is how to design educational activities for achieving the objectives of the lessons in E-learning platforms.


Keywords


E-learning; communicative activities; collaborative activities; Educational platforms; Moodle

Full Text:

PDF

References


Activities—MoodleDocs. (n.d.). Retrieved 20 December 2020, from https://docs.moodle.org/310/en/Activities

Activity Types in Moodle | UMass Amherst Information Technology | UMass Amherst. (n.d.). Retrieved 20 December 2020, from https://www.umass.edu/it/support/moodle/activity-types-moodle

Aldiab, A., Chowdhury, H., Kootsookos, A., Alam, F., & Allhibi, H. (2019). Utilization of Learning Management Systems (LMSs) in higher education system: A case review for Saudi Arabia. Energy Procedia, 160, 731–737. https://doi.org/10.1016/j.egypro.2019.02.186

Amandu, G. M., Muliira, J. K., & Fronda, D. C. (2013). Using Moodle E-learning Platform to Foster Student Self-directed Learning: Experiences with Utilization of the Software in Undergraduate Nursing Courses in a Middle Eastern University. Procedia - Social and Behavioral Sciences, 93, 677–683. https://doi.org/10.1016/j.sbspro.2013.09.260

Anastasiades, P., & Zaranis, N. (Eds.). (2017). Research on e-Learning and ICT in Education. Springer International Publishing. https://doi.org/10.1007/978-3-319-34127-9

Aparicio, M., Bacao, F., & Oliveira, T. (2020). An e-Learning Theoretical Framework. 17.

Badia, A., Martín, D., & Gómez, M. (2019). Teachers’ Perceptions of the Use of Moodle Activities and Their Learning Impact in Secondary Education. Technology, Knowledge and Learning, 24(3), 483–499. https://doi.org/10.1007/s10758-018-9354-3

Bellal, M., & Nader, F. (2014). “E-shop”: A Collaborative Learning Activity. Procedia - Social and Behavioral Sciences, 152, 214–218. https://doi.org/10.1016/j.sbspro.2014.09.183

Biasutti, M. (2017). A comparative analysis of forums and wikis as tools for online collaborative learning. Computers & Education, 111, 158–171. https://doi.org/10.1016/j.compedu.2017.04.006

Bîzoi, M., Suduc, A. M., Gorghiu, G., Gorghiu, L. M., & Brezeanu, I. (2011). Using the free integrated technologies to provide online collaborative learning at reduced costs. Procedia - Social and Behavioral Sciences, 15, 1291–1295. https://doi.org/10.1016/j.sbspro.2011.03.280

Caputi, V., & Garrido, A. (2015). Student-oriented planning of e-learning contents for Moodle. Journal of Network and Computer Applications, 53, 115–127. https://doi.org/10.1016/j.jnca.2015.04.001

Carré, P., & Caspar, P. (2011). Traité des sciences et des techniques de la formation. Dunod; Cairn.info. https://www.cairn.info/traite-des-sciences-et-des-techniques-de-la-format--9782100566891.htm

Cavus, N. (2015). Distance Learning and Learning Management Systems. The Proceedings of 6th World Conference on Educational Sciences, 191, 872–877. https://doi.org/10.1016/j.sbspro.2015.04.611

Chiper, S. (2013). Teaching Intercultural Communication: ICT Resources and Best Practices. Procedia - Social and Behavioral Sciences, 93, 1641–1645. https://doi.org/10.1016/j.sbspro.2013.10.094

Costa, C., Alvelos, H., & Teixeira, L. (2012). The Use of Moodle e-learning Platform: A Study in a Portuguese University. Procedia Technology, 5, 334–343. https://doi.org/10.1016/j.protcy.2012.09.037

Dolak, R. (2019). Using Process Mining Techniques to Discover Student’s Activities, Navigation Paths, and Behavior in LMS Moodle. In L. Rønningsbakk, T.-T. Wu, F. E. Sandnes, & Y.-M. Huang (Eds.), Innovative Technologies and Learning (Vol. 11937, pp. 129–138). Springer International Publishing. https://doi.org/10.1007/978-3-030-35343-8_14

Educational Technology Trends In 2020-2021. (2020, November 19). ELearning Industry. https://elearningindustry.com/top-educational-technology-trends-2020-2021

Fernando, W. (2020). Moodle quizzes and their usability for formative assessment of academic writing. Assessing Writing, 6.

Gogan, M. L., Sirbu, R., & Draghici, A. (2015). Aspects Concerning the Use of the Moodle Platform – Case Study. Procedia Technology, 19, 1142–1148. https://doi.org/10.1016/j.protcy.2015.02.163

Kear, K., Woodthorpe, J., Robertson, S., & Hutchison, M. (2010). From forums to wikis: Perspectives on tools for collaboration. Special Issue on Web 2.0, 13(4), 218–225. https://doi.org/10.1016/j.iheduc.2010.05.004

Koivuniemi, M., Järvenoja, H., & Järvelä, S. (2018). Teacher education students’ strategic activities in challenging collaborative learning situations. Learning, Culture and Social Interaction, 19, 109–123. https://doi.org/10.1016/j.lcsi.2018.05.002

Li, K. (2019). Visualization of Learning Activities in Classroom Blended with e-Learning System. In V. L. Uskov, R. J. Howlett, & L. C. Jain (Eds.), Smart Education and e-Learning 2019 (Vol. 144, pp. 139–148). Springer Singapore. https://doi.org/10.1007/978-981-13-8260-4_13

Liberona, D., & Fuenzalida, D. (2014). Use of Moodle Platforms in Higher Education: A Chilean Case. In L. Uden, J. Sinclair, Y.-H. Tao, & D. Liberona (Eds.), Learning Technology for Education in Cloud. MOOC and Big Data (Vol. 446, pp. 124–134). Springer International Publishing. https://doi.org/10.1007/978-3-319-10671-7_12

Miyake, N., & Kirschner, P. A. (2014). The Social and Interactive Dimensions of Collaborative Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 418–438). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.026

Moodle statistics. (n.d.). Retrieved 29 February 2020, from https://stats.moodle.org/

Nikolić, V., Petković, D., Denić, N., Milovančević, M., & Gavrilović, S. (2019). Appraisal and review of e-learning and ICT systems in teaching process. Physica A: Statistical Mechanics and Its Applications, 513, 456–464. https://doi.org/10.1016/j.physa.2018.09.003

OCDE, & Literacy, N. C. on A. (2006). ICT and Learning (OECD Publishing). https://www.oecd-ilibrary.org/content/publication/9789264012288-en

OECD. (2001). E-Learning: The partnership challenge. OECD Publishing. https://doi.org/10.1787/9789264193161-en.

OECD. (2005). E-learning in tertiary education: Where do we stand? OECD Publishing. https://doi.org/10.1787/9789264009219-en

Pedersen, J. M., & Kuran, M. Ş. (2018). Moodle: Practical Advices for University Teachers. In M. Choraś & R. S. Choraś (Eds.), Image Processing and Communications Challenges 9 (Vol. 681, pp. 183–190). Springer International Publishing. https://doi.org/10.1007/978-3-319-68720-9_21

Robinson, J. (2019). State of the Field: Teaching with Digital Tools in the Writing and Communication Classroom. Computers and Composition, 19.

Santoveña, S. M. (2011). Communication Processes in Virtual Learning Environments and their Impact on Online Lifelong Learning. Revista de Universidad y Sociedad Del Conocimiento (RUSC), 8(1), 111–127.

Stanca, L., & Felea, C. (2016). Student Engagement Pattern in Wiki- and Moodle-Based Learning Environments—A Case Study on Romania. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & N.-S. Chen (Eds.), State-of-the-Art and Future Directions of Smart Learning (pp. 165–171). Springer Singapore. https://doi.org/10.1007/978-981-287-868-7_19

Svoboda, R., Jarkovská, M., Šrédl, K., Severová, L., & Kopecká, L. (2016). Using E-Learning in Teaching Economics at Universities of the Czech Republic. In V. L. Uskov, R. J. Howlett, & L. C. Jain (Eds.), Smart Education and e-Learning 2016 (Vol. 59, pp. 281–290). Springer International Publishing. https://doi.org/10.1007/978-3-319-39690-3_25

Xiaoqiong, Y., Guoqing, Y., & Zeng, Z. (2013). Personalized Teaching Model Based on Moodle Platform. In Z. Zhong (Ed.), Proceedings of the International Conference on Information Engineering and Applications (IEA) 2012 (Vol. 216, pp. 27–35). Springer London. https://doi.org/10.1007/978-1-4471-4856-2_4

Yawson, D. E. (2020). Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective. 9.




DOI: https://doi.org/10.18860/ijazarabi.v4i2.10923

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Abdelghani Bendridi

License URL: https://creativecommons.org/licenses/by-sa/4.0/