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Santini, Giulia. "The ISHTAR website on the MOODLE e-learning platform: a starting point." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18011/.
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In questa tesi magistrale ho studiato e analizzato gli strumenti e le risorse offerte dalla piattaforma di e-learning MOODLE e verificato quali opportunità offre per l'insegnamento e l'apprendimento. Ho effettuato, tenendo conto di queste risorse e di concetti di didattica della fisica, il trasferimento di uno dei corsi presenti sul sito ISHTAR dell'Università di Bologna, facendone la traduzione in inglese e integrandolo con elementi multimediali e forme di interfaccia, verifica e comunicazione proprie della piattaforma. Per un secondo corso, ho studiato e confrontato diverse metodologie di implementazione, basate su diversi obiettivi educativi.
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Strauss, Trudie. "Moodle and blended learning in teaching German for beginners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96947.
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Thesis (MA)--Stellenbosch University, 2015<br>ENGLISH ABSTRACT : The use of technology in teaching is often seen as a deus ex machina. Teachers and parents are quick to identify that the best way to improve teaching is the implementation of technology, by means of a Blended Learning approach. However, little thought is given to the practical considerations of this statement. Reflection on whether the Blended Learning approach can be implemented in the already established teaching practice or whether this necessitates a complete change in teaching methods rarely happens. This study aims to determine whether the incorporation of certain aspects of Blended Learning into an already existing teaching methodology results in a significant change in learners’ German performance. Grade 8 beginner German learners took part in this study during the third term of 2014. Two groups were identified: an experimental group and a control group. The experimental group did all homework assignments on the available online learning platform, Moodle, while the control group did homework assignments in the conventional way – on paper. At the end of the third term, learners’ examination results were compared to the results of the examination of the second term. The changes in the results of the two groups were compared to determine whether one group manifested a significantly greater change in results than the other. The outcome of the study is that incorporating only elements of a Blended Learning approach into an already existing teaching system, while keeping the methods of instruction constant and only changing the medium of homework delivery, does not have a significant influence on learners’ performance in German.<br>AFRIKAANSE OPSOMMING : Geen Afrikaanse opsomming beskikbaar nie.<br>rs201508
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Hernandes, Roberta Miranda Rosa. "Da sala presencial à sua extensão no Moodle: criação, participação e potencialidades do ambiente virtual." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-21112018-103411/.
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A presença das tecnologias digitais e da Internet vem se intensificando em diferentes contextos de nossas vidas: pessoal, profissional e acadêmico. Isso vem trazendo mudanças nas práticas sociais, e nos traz questionamentos, particularmente, sobre as influências das Tecnologias Digitais da Informação e da Comunicação (TDIC) e da Internet no processo de ensino-aprendizagem e nas práticas profissionais do professor. No contexto educacional, observamos a adoção de modalidades híbridas no ensino-aprendizagem, pela associação de aulas presenciais a Ambientes Virtuais de Aprendizagem (AVA), o que traz para o professor o desafio de configurar sua sala virtual, de definir as atividades a serem realizadas com o uso de ferramentas e recursos do ambiente assim como a inclusão de tecnologias. Considerando todos esses aspectos, o objetivo desta pesquisa foi o de investigar como se deu a articulação das duas modalidades de ensino, presencial e virtual através das atividades propostas; a relação entre as atividades e o uso de ferramentas e participação dos alunos em relação ao uso do ambiente associado às aulas presenciais. Nossas reflexões se basearam no referencial teórico que discute a evolução das (Tecnologias da Informação e da Comunicação (TIC) (MONEREO; COLL, 2010); as características das TDIC (LÉVY, 1999; GABRIEL, 2013) e da Internet (CASTELLS, 2003); as orientações teórico-metodológicas que norteiam os cursos on-line (KENSKI; SCHULTZ, 2015); as características das ferramentas digitais e dos AVA (MONEREO; COLL, 2010; TORI 2010; FILATRO, 2008); as características do ensino híbrido (MORAN, 2015; VALENTE, 2014; NISSEN, 2007; STAKER; HORN, 2012; BACICH; TANZI NETO; TREVISAN, 2015) e a formação do professor para atuar nesses contextos (PERRENOUD, 2002, 2010; MAYRINK; ALBUQUERQUE-COSTA, 2013, 2017; MORAN, 2015). Para o desenvolvimento da pesquisa, realizamos um estudo do caso, de natureza qualitativa-interpretativista, que considera as especificidades do contexto, ou seja, a observação da sala virtual na Plataforma Moodle de uma disciplina de formação inicial de professores, de um curso de Graduação em Letras Francês/Português de uma universidade pública do estado de São Paulo. Os dados que constituem o corpus de análise desta pesquisa foram coletados por meio de anotações de observações das aulas presenciais; registros das telas do curso no Moodle; entrevista com a professora responsável pela disciplina; dois questionários com os alunos, o primeiro para constituição do perfil do grupo, e segundo para conhecer seu ponto de vista sobre a disciplina desenvolvida na modalidade híbrida. Os resultados de nossas análises mostraram que a modalidade híbrida pode ser concebida sob diferentes aspectos segundo o contexto no qual ele é proposto. No caso desta pesquisa, as particularidades da disciplina e da sala virtual conferiram ao trabalho realizado características voltadas à organização e funcionalidade dos dois espaços presencial e virtual assim como a valorização dos aspectos interativos e de autonomia dos alunos quando utilizaram as ferramentas do Moodle. A noção de híbrido permaneceu geral, de acordo com a definição de Tori (2015). A contribuição da pesquisa se dá no âmbito da formação de professores para atuar em contextos híbridos, na medida em que, é necessário reconhecer que cada vez mais as TDIC, estão integradas ao cotidiano do ensino-aprendizagem tornando possível o desenvolvimento de novas maneiras de ensinar e aprender próprias ao século XXI.<br>The presence of digital technologies and Internet has been intensifying in diferente contexts of our lives: personal, professional and academic. This has brought changes in social practices, and brings us questions, particularly, about the influences of Digital Technologies of Information and Communication (DTIC) and about the Internet in the teaching-learning process and in the professional practices of a teacher. In the educational context, we observe the adoption of blended-learning programs, by the association of in-person classes to Virtual Learning Environments (VLE), which brings to the teacher the challenge of configuring his virtual room, of defining the activities to be performed with the use of environmental tools and resources, as well as the inclusion of technologies. Considering all these aspects, the objective of this research was to investigate the articulation of two blended-learning programs, in-person and virtual, through the proposed activities; the relationship between the activities and use of tools and the participation of students in relation to the use of this kind of environment associated to in-person lessons. Our reflections were based on the theoretical framework that discusses the evolution of Information and Communication Technology (ICT) (MONEREO; COLL, 2010); the characteristics of DTIC (LÉVY, 1999; GABRIEL, 2013) and Internet (CASTELLS, 2003); the theoretical-methodological guidelines that guide the online courses (KENSKI; SCHULTZ, 2015); the characteristics of the digital tools and LVE (MONEREO; COLL, 2010; TORI, 2010; FILATRO, 2008); the characteristics of blended learning (MORAN, 2015; VALENTE, 2014; NISSEN, 2007; STAKER; HORN, 2012; BACICH; TANZI NETO; TREVISAN, 2015) and teacher training to work in these contexts (PERRENOUD, 2002, 2010; MAYRINK; ALBUQUERQUE-COSTA, 2013, 2015, 2017; MORAN, 2015). For the development of the research, we carried out a qualitative-interpretive nature case study that considers the particularities of the context, that is, the observation of the virtual room in the Moodle Platform of an initial teacher training course, from a Bachelor\'s degree in Language and Literature qualification in French and Portuguese at a public university in the state of São Paulo. The data that constitute the corpus of analysis of this research were collected through annotations and observations of in-person classes; prints of course screens in Moodle; interview with the responsible teacher for the discipline; two questionnaires with the students, the first one to form the profile of the group, and the second one to know their point of view about the discipline developed in the blendedlearning programs. The results of our analyzes point out that the blended-learning.
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Ghourabi, Samira. "L’appropriation des référentiels normatifs dans les environnements d’apprentissage en ligne : evaluation de l’usage de la plate forme Moodle de l’Université Virtuelle de Tunis." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30003.
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Avec le développement fulgurant des Technologies de l’Information et de la Communication, les méthodes classiques de diffuser, d’accéder et de partager l’information ont été repensées.Actuellement, les TIC dédiées à l’éducation sont en plein essor, permettant à l’être humain des nouvelles manières pour se former en toute autonomie et pour tracer son propre parcours d’apprentissage. L’e-Learning, comme nouvelle forme d’apprentissage facilite, à la fois, l’accès à des ressources pédagogiques et l’échange et la collaboration à distance. Afin de remédier les contraintes liées à l’interopérabilité des dispositifs e-Learning et de garantir la qualité de l’apprentissage, l’application des référentiels normatifs doit toucher tous les aspects d’un dispositif d’apprentissage (les profils des apprenants, les méthodes de suivi et d’évaluation, les outils et les fonctionnalités de communication...). Le travail proposé dans cette thèse a pour but d’examiner l’état d’application de référentiels normatifs dans l’Université Virtuelle de Tunis. A travers une étude de terrain, nous avons étudié d’une part, la réceptivité de l’UVT aux intérêts des référentiels normatifs dédiés à l’éducation, et d’autre part, nous avons repéré les outils de communication intégrés dans la plateforme Moodle permettant au tuteur d’assurer le suivi, l’évaluation et le soutien<br>With the significant growth of Information and Communication Technologies, the traditional methods of disseminating, accessing and sharing information have been reshaped.Currently, the ICT dedicated to education are thriving, enabling learner human new ways to train independently and draw their own learning paths. The e-Learning is a new form of learning facilitates both, access to educational resources, sharing and remote collaboration.To overcome the difficulties related to interoperability of e-Learning systems and guarantee the quality of learning, the application of normative references must apply to all aspects of a learning device (learner’s profiles, methods of monitoring and evaluation, communication tools and capabilities ...). The work proposed in this thesis aims to examine the state of reference standards application in the Virtual University of Tunis. Through a case study, we examined on the one hand, the receptivity of the VUT on regarding the interests of normative references dedicated to education, on the other hand; we identified the communication tools integrated in the platform Moodle allowing the tutor to follow up, evaluation and support
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Fratucci, Maristela Vilas Boas. "Ensino a distância como estratégia de educação permanente em saúde: impacto da capacitação da equipe de Estratégia de Saúde da Família na organização dos serviços." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/23/23148/tde-17062015-142431/.
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A Educação à Distância é uma modalidade de ensino que permite eliminar a separação geográfica entre educador e educando para atender a um número ilimitado de alunos que estejam em busca de formação, capacitação ou atualização profissional. É também, um processo de auto-aprendizado que é incentivado pela utilização de estratégias didáticas bem elaboradas e adequadas às várias situações vigentes. Esta pesquisa teve por objetivo conhecer e explanar a vivência dos alunos do município de Amparo participantes da Especialização em Saúde da Família/UNASUS/UNIFESP, 2012, no processo de ensino-aprendizagem através do ensino a distância mediado por tecnologia e avaliar o impacto da educação permanente na organização dos serviços. Através de um modelo de pesquisa qualitativa, buscou-se estabelecer a percepção dos alunos com relação à metodologia, técnica, estratégias de aprendizagem e mudanças ocorridas nos serviços em que estão inseridos os profissionais capacitados. A metodologia, de natureza qualitativa foi utilizada através de grupos focais como processo de análise, nos encontros presenciais e webconferências, estratificados por eixos estruturantes objeto da pesquisa. O público alvo foram os profissionais formados como especialistas em Saúde da Família pelo curso de UNASUS/ UNIFESP do município de Amparo, 2012. As respostas foram classificadas segundo os eixos estruturantes buscando contextualizar o relato dos atores pesquisados. Após análise e avaliação destes discursos, foram estabelecidas relações e sínteses inerentes ao processo de ensino a distância e avaliação do impacto na organização e implementação dos serviços. Observou-se que, todas as narrativas referem a importância da educação permanente em saúde como eixo propulsor de mudanças nos serviços, e a Especialização em Saúde da Família-UNASUS/UNIFESP foi exímia em qualidade e excelência abrangendo um universo de mais de 4000 profissionais capacitados. Mas oportunamente destacaram, que nem sempre as transformações desejadas acontecem na mesma velocidade do proposto e assimilado pelo curso. Muitos fatores institucionais são barreiras naturais ao avanço de diretrizes e propostas. A práxis da docência traz elementos para que a realidade dos cursos e conteúdos seja apropriada de diferentes formas nos cenários do serviço. Entra neste quesito a habilidade dos profissionais nesta transformação entre o aprendido, apreendido e o executável. A conclusão destaca a importância do reconhecimento que a educação permanente em saúde deve ser sempre incentivada e oferecida aos profissionais, onde seus cenários de prática possam ser reorganizados e fortalecidos, buscando desenvolver propostas qualificadas social e tecnicamente, com aplicabilidade oportunizada por gestores e representantes municipais, estaduais e federais.<br>Distance Learning is a democratic teaching method that allows eliminating the geographic separation between the teacher and educated to attend an unlimited number of students who seeks graduation or professional refreshment. It is also a self-learning process encouraged by the use of well elaborated teaching resources according to the circumstances and contingencies. The objective of this study was to explore and to expand the experience of the UNASUS / UNIFESP Family Health Specialization Course students from Amparo municipality about the teaching-learning process on technology-mediated distance education and to measure its impact as a continuing education in the service organization. A qualitative research model was used in order to establish the student perception related to the methodology, technique, learning strategies and changes occurred in the services they are related to. In the qualitative nature of the methodology used, the focal groups were used for the analyses process, through face-to-face meetings and web conferences stratified by themes of the object studied. The target audience: professionals from Amparo municipality graduated on UNASUS / UNIFESP Family Health specialization course. The answers obtained were classified by axes to contextualize the researched actors report. After the analysis and evaluation of their speeches, the relations and a summary inherent to the Distance Learning process were established and the impact in the organization and implementation of the service were evaluated. Was noticed that all the narratives concern to the importance of the continuing education in health as a drive shaft of changes in the service. It was also noticed that the specialization was outstanding in quality and excellence. But it was highlighted that the seeking transformation does not always happen in the same velocity as the one proposed by the course. A lot of institutional difficulties are natural barriers to the advance of the guidelines and proposals. The academic praxis brings elements to make the reality of the courses and contents appropriated to different forms in the scenario service. Enters in this point the professional\'s ability in the transformation between the learned and the executable. The conclusion highlighted the importance of the recognition that the continuing education in health must be always incentivized and offered to groups of professionals, where the practical scenarios can be reorganized and strengthened. Seeking to development practical qualified socially and technically with applicability used by the managers and representatives of public power.
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Lujara, Suzan. "Development of E-learning Content and Delivery for Self Learning Environment : Case of Selected Rural Secondary Schools in Tanzania." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00478.
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The effective use of Information and Communications Technology (ICT) in devel-oping countries like Tanzania is crucial in order to overcome the challenges that are faced countrywide in many sectors, and to reduce the digital divide and improve the economy. ICT is becoming more and more integrated in societies worldwide, its effects are clearly seen in people’s lives as well as on countries’ economy as it opens doors for new opportunities and change the attitude of people towards learning. Secondary schools in Tanzania are facing many problems which hamper students’ learning. This in turn affects their performance in the National examinations hence reducing the growth of a learned society. This research specifically addresses the prob- lem of lack of learning and teaching materials by using ICT tools for the development and delivery of e-Learning content. The research focused on two secondary schools, namely, the Wali-Ul-Asr Seminary and Kibaha Secondary School as pilot schools in Kibaha district Pwani region. The research used courseware engineering methodology which integrated instructional design and software engineering. The research was also inspired by the concepts of participatory action research, Mode 2 knowledge production and triple helix, which incorporated stakeholders’ participation throughout the research. The main stakeholders are researchers, students, teachers, head teachers, and Ministry of Education and Vocational Training officials. This is an applied type of research addressing a practical problem in society. The out- come is a pilot package of e-Learning material comprised of sample chapters of Mathematics form III at the pilot site. Blended mode of delivery has been considered using Compact Disc/Digital Versatile Disc Read Only Memory, the Tanzania Secondary Schools e-Learning (TanSS-L) System, a customized Moodle platform and by using face to face learning.
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Hsu, Fu-Yuan, and 徐福源. "Application of Moodle Platform in Teaching Junior High School Mathematics." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/93582662711244611741.
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碩士<br>中原大學<br>應用數學研究所<br>101<br>Nowadays, Moodle is a popular LMS ( Learning Management System) either in the colleges of Taiwan and overseas. However, it is not commonly used in junior high school, especially in junior high mathematics. There are probably two reasons which cause the situation: first, it is hard to type the mathematical symbol and equation on E-learning platform. Second, the platform could not promote the interactions between teachers and students.
Thus, we want to discuss how to apply Moodle to junior high mathematics, and how to increase the interactions between teachers and students on the platform. Besides, we want to challenge for the overall design of junior high mathematics platform.
Our research indicated that utilize plug-in could help the platform well-performed in junior high mathematics. And the feedback of test and plug-in could promote the interactions of teachers and students. It is notable that we could totally compare to business platform without spending any money.
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Tang, Wei-Ting, and 唐偉庭. "The Study of Using Data Visualization on Moodle Learning Platform." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/zjxgq2.
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Chen, Shu-Min, and 陳書民. "An Action Research of Teaching Big Six Skill on Moodle Platform." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/31027800193998653391.
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碩士<br>淡江大學<br>教育科技學系碩士在職專班<br>95<br>Big Six Skills is a systematic teaching method in Thematic Exploration. However, while trying to apply Big6 Skills in teaching, the auther finds that elementary students are in lack of the ability to retrieve information, and hence have problems using the six skills to gather topic-based information.
The purpose of this study is to apply Big6 Skills in teaching with Moodle Platform. It then investigates the implementation of Big6 Skills and students’ learning achievement. To serve this purpose, first the author has done a literature review to understand the Big6 Skills teaching methods and evaluation. Second, the author has studied on the application of Big6 Skills in teaching and students’ achievement through observation, and documents and records review in an action research. Finally, after reflections and discussions, amendments and suggestions for teaching are concluded.
This study has found that students can only utilize Big6 Skills after trainings of the learning tools like concept map, website selection, and making a digest. With these trainings and the steps of Big6 Skills, most students can achieve well. Those who could not achieve the standard are only certain few students. Teachers can help students work more effectively and accurately by peer-observation (group to group), providing relative information and formats, interchanging qualitative and quantified evaluations, and finally examining, discussing and revising students’ work.
Moreover, Moodle Platform can elevate students’ learning quality in the following aspects. Forums and document-editing tools provide students with fluent interactions and unique visual effects. Also, the records keeping students’ learning process and activities can help teachers observe and evaluate students’ performances. However, when using Moodle Platform, teachers should be aware of the system congestion and that the students might be lost on the Internet. Based on the researches and conclusions above, this study provides several suggestions for elementary school teachers and the future researchers for reference.
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Chen, Shau-Chi, and 程少祺. "Apply AHP to Explore the Moodle Learning Platform Information Service Quality." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/38367030098413283592.
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碩士<br>亞洲大學<br>經營管理學系碩士在職專班<br>102<br>In the 21st century , due to the development of new technologies to continuously update the network, leading people into an unprecedented era of information technology , networks facilitate people's lives, but also makes people more dependent on the network, Yunlin County planning to let teachers of National Primary and Secondary School to become curriculum administrators Moodle learning platform on using Moodle learning platform for digital teaching, allowing students to enhance learning, hoping to accelerate the promotion of Moodle e-learning platform for digital teaching. The results show that the quality of information services Moodle learning platform from the four level, the importance of the order of 1. Course management system, 2. Block management, 3. Event management, 4. Online resources management. When IT service quality management system selected courses found importance in sequence 1. IT staff willing to help solve the problem, two IT staff can take care of individual needs, 3 data will not drain damaged 4 . Education and training, information officer with 5 professional competence. This result is in contact with teachers Moodle platform is shorter, with the advancement of technology, the system is gradually updated interface , allowing users to obtain the desired information needed to more convenient , and often makes teachers less familiar with the operation, often need information personnel to help resolve the problem.
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LAI, CHUN-SHIU, and 賴春旭. "The Study of Exploring WebQuest Applying the Moodle Platform in Team Teaching." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/63487156276197668028.
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碩士<br>國立臺中教育大學<br>數位內容科技學系碩士班<br>98<br>This purpose of this study is to investigate the effects of the teaching method that teachers apply collaborative teaching and Moodle Course Management Systems to proceed WebQuest on students’ learning effectiveness of different problem-solving ability. In this study, quasi-experimental design was adopted. Experimental teaching was used to be instruction model for the experimental group while the control group received regular lecture instruction. The two groups got pretest and post-test of “learning achievement”. Learning Questionnaire was adopted to examine the experimental group.
According to the analysis from the experiment results, the study had the following conclusions:
1.There was no significant interaction on the post-test of nature and life science between teaching methods and problem-solving ability.
2.There are significant differences on the post-test of nature and life science of different teaching methods. The results indicated that the experimental teaching is better than the traditional teaching.
3.The students have the same standard of problem solving ability in different teaching methods, middle-standard group of problem solving ability has significant differences on the post-test of nature and life science. The results indicated that the experimental teaching is better than the traditional teaching.
4.Overall, after the teaching method that teachers apply team teaching and Moodle Course Management Systems to proceed WebQuest learning, most of students of the experimental group showed positive feedback.
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CHOU, TENG-HUI, and 周登輝. "Combining LAMS-implementated Collaborative Learning Process Modules with the Moodle Learning Platform." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/47918515193707557683.
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碩士<br>淡江大學<br>教育科技學系碩士班<br>100<br>Abstract:
To assist the e-learning platform designer systematically step by step define questions directly against the teaching theme, design the course, and apply the e-learning platform; Finally accomplish a teaching and learning activities that can apply e-learning platform is the main problem which need to solve during the process using e-learning platform.
Blend the tactic into teaching has its own theory and authentic proof; however, it needs strive from the operator and the guide of the course to practice the tactic on the e-learning platform. The teacher who wants to get good the effectiveness of learning from the e-learning platform, the teaching method on the e-learning platform and the usage condition of associated equipments are the keys to effective teaching. According to this, the purpose of this research is to build a teaching procedure that can collaborative learning strategy, provide the curriculum designing course on the e-learning platform that blend in the collaborative learning strategy, and use the specific teaching application module which came from the course to assist the e-learning platform designer to apply the collaborative learning strategy and the function correspond to e-learning platform effectively.
This research is based on the Design-based research (DBR) way to design ”the course module of collaborative with learning and teaching.” Mainly use two stage of DBR, the analysis and design to generalize the main steps of collaborative learning. The research process, of this research is to proceed two formative evaluations, analyze and review the literature, and the expert interview to collect data, and make the course module user manual of collaborative with learning and teaching.
The results of this study show as follows:
1. Mutual apply both Learning Activity Management System (LAMS) and Moodle e-learning platform is fit in the development of collaborative learning process modules.
2. The module of collaborative with learning and teaching can reduce the teacher’s heavy burden on designing collaborative learning.
Suggestions to the future research:
1. Use LAMS’s integrated interface to compare heterogeneous platforms.
2. Use the module of collaborative with learning and teaching on actual course to design LAMS exercise
3. Can based on similar pattern on LAMS to build other modules of strategy, then apply on Moodle e-learning platform.
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Chiu, Shin-cheng, and 邱新程. "A Study on the Effectiveness of Developing Online Courses on Moodle Platform." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/88611264145688667796.
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碩士<br>世新大學<br>資訊傳播學研究所(含碩專班)<br>100<br>Executive Yuan in 1996, approved August 6, No. 2 by enhancing the development of the digital content industry to promote the program to the original function-oriented to task-oriented development strategy, a view able to upgrade Taiwan's digital content industry and to the international market. Therefore, the digital content industry in Taiwan is not only dependent on the size of the development of international markets. To this end the subsidy program was set up to combine the industry, government and academia and other resources, a view to continuing to upgrade Taiwan's digital content industry and to the international market, while the use of technology-driven wisdom of life, promote creativity, culture, digital technology and intellectual property of the multi-use, Houzhi soft power.
In recent years, people's concept of lifelong learning booming, researchers in computer Yuanlin Community College physical education teaching, seven years, found in the older class also there is considerable information gap, the government also plans to implement the digital divide women, the progressive realization of the development of education, and to develop technical standards of distance education network, allowing effective communication and education information sharing, to avoid the waste of human resources development to do repetitive work, and Moodle is one of the best tools. Purpose of this thesis to understand the Moodle platform to build, and to free software GIMP, for example, to explore whether online learning.
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Pang, Yu-Chun, and 龐宇珺. "From User’s Information Gathering and Giving Behavior Exploring Information Architecture of Moodle e-Learning Platform: NTNU Moodle Award-Winning Courses Sample." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/2e3e67.
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碩士<br>國立臺灣師範大學<br>圖書資訊學研究所<br>101<br>Information architecture can successfully enhance the usability of websites, and it has been used for many years for website design, however, it was seldom used in the design of e-learning platform courses. If the information architecture can be used to design e-learning platform courses, it will be helpful for users to gathering and giving learning information.
The purpose of this study is to understand the characteristics of the e-learning platform, Moodle's information architecture, how information architecture supporting teachers and students to gather and give information, and exploring how to apply information architecture of Moodle courses design. The researcher addressed the following four research questions: (a) what are the characteristics of award-winning courses' information architecture? (b) How did users gather and give information on Moodle platform? (c) What are users' experiences and feelings about Moodle information architecture? (d) What's the relationship between information gathering and giving behavior and information architecture of courses design on Moodle platform?
This study conducted mixed method approach through content analysis, interviews, and survey questionnaires. The researcher purposefully selected the samples, including students and teachers participating courses which the award-winning courses of National Taiwan Normal University. There are six courses across two semesters in this study. The content analysis was composed of the procedures that collecting courses data from Moodle platform, analyzing data through information architecture and comparing the result with each other. For understanding the contexts how teachers using the e-learning platform, how they designing the e-learning courses, gathering and giving information, and their experiences and feelings when using the Moodle platform, the researcher constructed outline to interview six teachers of the courses. The researcher also designed the questionnaires to investigate the demography and past experiences of the students, and how they using the e-learning platform courses, gathering and giving information, and their experiences and feelings when using the platform as well.
The finding of this study was described as follows: (a) the information architecture of award-winning courses both contained knowledge structure and curriculum progress representation, as the organization systems. There was the labeling system to indicate every subject, however, the navigation system was not explicit; and (b) the teachers' course instructional design and the students' feelings affect information gathering and giving behavior of the users on Moodle platform; (c) the users on Moodle platform considered the easier and clearer content design of the course platform is, the more possibilities to meet their needs; (d) arranging the subject layout according to the curriculum progress, opening a new window when clicking resources links outside the platform, and using naming rules of labels, all help users gathering and giving information; (e) Moodle's function is not fully used in the award-winning courses.
The results of this study can be used to plan and design the e-learning platform courses which facilitate the ease of gathering and giving course information on the platform. It can also be used as the reference for e-learning course training manuals and for promotion of using Moodle as e-learning course platform.
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Hua, Chen Yu, and 陳郁樺. "Effects of Platform Timelyness on Project -based Learning：A Study on Moodle and Facebook." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/00569935319250064842.
Full textAbstract:
碩士<br>臺北市立教育大學<br>數位學習碩士學位學程<br>100<br>This study investigates the effects of platform timelyness on project based learning to university students in their efficiency, participation, learning satisfaction and learning outcome. We compare two popular platforms by designing e-learning course activities using Moodle and Facebook on project based learning. It is to discuss the timelyness in increasing the efficiency of student learning and participation so as to enhance the effectiveness of learning.
There are the students among two colleges and one class each participating in our quasi-experiment. The study subject is Service Quality Management and taught by the same teacher. The results indicate that students using Facebook platform have higher degree of satisfaction over using Moodle. The timelyness, participation frequency also indicate that Facebook outperforms Moodle. When removing outliers the learning efficiency on Facebook is slightly better over it on Moodle. However, it is higher in completion rate on Moodle rather than Facebook. There were not significant differences in learning performance.
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Chen, Mei-Chih, and 陳美枝. "Applying Moodle Platform to Build a Chinese Teaching Supporting System for Elementary Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/42856461578805105318.
Full textAbstract:
碩士<br>南華大學<br>資訊管理學系<br>103<br>In order to fulfill the needs of Chinese teaching in elementary schools, encourage teachers to design their own teaching materials, and assist teachers of elementary schools to set up an Internet platform for Chinese teaching, this thesis is aimed to construct a Web-based teaching and management system which will guide teachers to build their own Websites, as well as evaluate the effectiveness and practicality of the system.
In this thesis, the functions and design principles that meet teachers’ needs of teaching management website are firstly identified. Subsequently, systematic analysis, planning, design, development and test are carried out to install a modified and reinforced system for teachers to use. The main contribution of this system is summarized as follows：
●This system can lessen the burden of self-organized and integrated Chinese curriculum.
●Through the discussion group, teachers can communicate with students interactively and effectively.
●This system can manage the on-line materials effectively and enrich teaching techniques.
●Through this system, students and teachers are motivated to learn and adopt on-line teaching respectively.
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He, Chang Tzu, and 張字和. "Use Moodle Platform to Implement Nanotechnology Curriculum: Take Grade Fifth as an Example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/29780482071865169936.
Full textAbstract:
碩士<br>國立臺中教育大學<br>自然科學教育學系碩士班<br>95<br>The aim of this study was to assess its effectiveness on element school students’ learning of nanometer-tech curriculum by e-learning. We provided e-learning curriculum on a Moodle-platform. Experiment research method was adopted in this study, and there were 132 students were invited in two groups. Group one was the experiment group who learned nanotechanology curriculum by e-learning, and Group two was the control group who learned nanotechanology curriculum by extensive readings. The scaffold theory was adopted as a framework when the e-learning teaching materials was designed. On our digital-platform, there were several modules named “FORUM”, “VOTE”, “ASSESSMENT”, they all had interactive feature. Data collections included questionnaires, the records on digital-platform, interviews, and teaching logs. Quantitative data was analyzed by t-test and 2-way ANCOVA. Qualitative data was analyzed by triangulation.
The findings were show that: (a) Students who learned from e-learning and extensive readings all had significant promote in their learning achievement, and comparing the two groups, students learned from e-learning do well than students learned from extensive reading. (b) There are no learning achievement differences between genders no mater students learned from e-learning or extensive readings, but girls in e-learning group got more grade than girls in extensive readings group. (c) Students who learned from our digital-platform liked the modules named “ANIMATION GAME”, “TEACHER INTRODUCE”. Moreover, students liked the units named “lotus effect”, “Van der walls force”, disliked the units named “surface effect”, “nanometer materials”, and learned better from the units “electron microscope”, “shell hardness”.(d) Students who learned from e-learning think this kind of learning method do good to their tech-knowledge learning.
It was suggested that:(a) E-learning is a significant method to promote students’ learning achievement for a new tech issue. (b) Teachers could use animation game and video introducing to strengthen teaching. (c) The unit named “online electron microscope” is worth to be popularized. (d) Researchers can do more researches on students’ learning achievement between different teaching method like e-learning and extensive readings.
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LIU, TA-CHUAN, and 劉大川. "Using IRT to study a item bank set up in the Moodle Platform." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/78629251755506408886.
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碩士<br>國立新竹教育大學<br>人資處數學教育碩士班<br>98<br>Abstract
The purpose of this research is to analyze the applicability of each question in a test bank by using bidirectional detailed listing table and the BILOG-MG. According to the analyzing data, we choose some abnormal questions and then refine their vignettes. To do so, we design an assessment to test a group of six-graders in Hsinchu County, and use the Moodle course management system to perform this test. We also design a program to transform data from Moodle to BILOG-MG.
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Li, Tai-Chieh, and 李臺杰. "An Online Teaching Platform Based on the Moodle－The Case of Vocational School Study." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/81973859985938019973.
Full textAbstract:
碩士<br>義守大學<br>資訊工程學系碩士在職專班<br>99<br>Web-based learning has become one of web application in recent years following the rapid IT development and progress. Online and Knowledge Management systems thus became the major tools of educational institutions and the Human Resource Management(HRM) focus of enterprises. Though various learning systems have also developed them lack management mechanisms for instructors to capture the conditions and efficiency of learning these systems thus became as merely e-books. The coordination of system platforms, teaching materials and instructor-trainee interactions become the keys to the success of effective web-based learning and website establishment. The purpose of this study is to integrate the online certification module with the integrated, interactive and manageable features of the Moodle e-learning platform in order to meet the present online learning needs of vocational high schools, to support the present vocational certification policy, and to achieve a learning effect which is unachievable in static webpage with a single interface. This study establishes a material production and online testing platform with the Inter Wise Platform, Moodle e-Learning Platform and a freeware CMS to provide instructors with a tool for giving a quick test online. The implemental inconveniences of existing online testing systems is examined through literature review to clarify function features and so to successfully implement and integrate system platforms for completing the applications and production of the management platform.
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Lin, Shu-Yin, and 林姝吟. "A Usability Study of Course Planning on e-Learning Platform: An Example of Moodle." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/h5tvx2.
Full textAbstract:
碩士<br>淡江大學<br>資訊與圖書館學系碩士班<br>104<br>In the digital age, it is very common to teach online courses and programs through e-learning platforms. E-learning platforms should provide instructors with completed course planning functions such as uploading teaching materials and setting up teaching activities, so to provide a well-designed learning environment. Therefore, the usability of the e-leaning platform becomes very important and affects many. This research study sets out to study the usability of Moodle platform for its course planning related issues and to examine the difficulties users have as well as the differences encountered by novice users and expert users by usability testing, interviews, and questionnaires. In order to design an e-learning platform with good usability, the study concludes with suggestions for e-learning platform designers, including setting up profound information architecture, naming labels and buttons intuitively, eliminating as much as possible the steps for completing each task, designing objects that match users'' understandings with the real world, and providing clear and concise layout for all pages.
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Huang, De-Yao, and 黃德耀. "A Study of Enhancing the Personalized Learning Maps on Learning Management Platform for Moodle." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7ms3e4.
Full textAbstract:
碩士<br>弘光科技大學<br>智慧型輔助科技研究所<br>107<br>Moodle is an online learning system used by many schools around the world. It has many built-in functional modules, which are easy to use and simple for students. For teachers, the structure is clear, not subject to classroom hours, schedule pressure, etc, and can be scored online ; for managers , easy to install , easy to manage , simple backup and restore ; for developers , can be developed according to needs The new module is functionally expanded to meet user needs . The research is divided into two phases. The first phase introduces the open-source code solution. Through the introduction to the Moodle digital learning platform, the personalized learning service module is developed on the Moodle digital learning platform to realize the " personalized learning map " and provide graphic use. The interface makes it easier for learners to understand the individual's learning progress, learning history, and learning objectives. By synchronizing the user's identity with the user information database of the third-party user management platform system, the user's background and learning needs are obtained. Features such as goals , abilities and interests , combined with a graphical interface to present a personalized learning process , providing students with personalized courses to meet the background , needs and characteristics , improve learning efficiency and willingness to learn ; and feedback learning results to the Moodle platform , the platform In the second stage , the questionnaire survey method was used as the research method . The research sample was based on 41 freshmen of the Information Engineering Department of HUNGKUANG University of Science and Technology in Taichung City. The Moodle learning feedback service module developed by the researchers was used. Conduct a network environment survey before and after the course.
Keywords: Moodle, Digital Learning, Information Education, Learning Management System, Open Source Software, Online Teaching
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Hsu, Chao-Sheng, and 許朝勝. "The Study of Learning Efficiency on Junior-High History by Moodle E-Learning Platform." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/pay348.
Full textAbstract:
碩士<br>國立虎尾科技大學<br>資訊管理研究所在職專班<br>97<br>With the maturity of internet technology, internet education, with its ability to break the traditional time and space limitations, is rapidly becoming a part of mainstream education. Prior to this, assessments done on junior high school history curriculums showed a bottleneck in the hours of teaching. Not only did this fail to increase students’ achievement in the subject, it also eroded their readiness to learn. It is hoped that a digital history teaching platform’s formulation can resolve this problem.
The research pushes for a feasible solution. We encourage history teachers to collect material and student needs, combine these factors with present digital syllabus and build a platform on freeware such as Moodle. This is so to better utilise the highly interactive learning environment in hope to make programs more lively, increase learning opportunity, and consequently boost students’ social learning achievements and readiness to learn.
The experimental syllabus introduced in the research takes sample from the author’s 91 students, with regular assessments conducted into readiness to learn, learning achievement, variation of attitude and satisfaction towards the online teaching program. This paper has some findings in this respect:
1.Participants of the experiment show signs of improving social learning achievement.
2.Gender difference is irrelevant among participants in terms of social learning achievement.
3.Participants generally agree that the experimental program stimulates interest in the subject of history.
4.Participants were satisfied with the program, especially the supplementary notes, animation that summarises the chapter, and the course’s Power Point Slides.
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Chu, Chuan-chi, and 朱專吉. "A Study of Compliance between MOODLE and MOE Course Certification Requirements for Digital Learning Platform." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/74279994951515721751.
Full textAbstract:
碩士<br>國立高雄第一科技大學<br>電腦與通訊工程研究所<br>100<br>Moodle is a learning management system with complete functions, expandable, and can replace the open-source codes of commercial teaching platforms. According to statistics on Moodle’s official social network, 58,000,000 users in 217 countries and 67,000 websites are using Moodle system in more than 108 languages. In Taiwan, there are more than 600 Moodle websites, and many advanced education institutes have adopted Moodle as their official digital teaching platform. In order to implement its digital learning certification system, assure digital learning quality, and increase public recognition of digital learning, the Ministry of Education approves digital teaching materials and courses and applications for certificates. As of 2010, there were 86 universities of 1299 distance-education courses awaiting approval. The effects were magnificent. Considering the cost and the customer factors, this paper reviews the functions of Moodle, tests the Ministry of Education’s checklist for its digital courses certificate platform, and proposes suggestions for improving the non-corresponding items. We explore the framework of the Moodle digital learning platform, add or modify notices and structures of inserting module functions, discuss the operation of SCORM course package, review the problems encountered when converting to Chinese, and seek solutions.
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Fan, Ping Fang, and 范秉芳. "The effectiveness of Moodle platform in Elementary School Mathematics Instruction- Take "area" as an Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/d3x267.
Full textAbstract:
碩士<br>國立臺東大學<br>教育學系(所)<br>98<br>The purpose of this study was to investigate the learning effectiveness between e-learning and traditional classroom instruction among students in elementary school. The e-learning environment was constructed on Moodle platform and contains learning materials and activity design on area unit of mathematics instruction for elementary school. An experimental research design was adopted in the study. Sixty-five fifth grade students of eastern area were invited to participate in the study. The subjects are assigned into two groups (i.e. the experimental group and the control group). Both groups received for a total of ten hours of instruction on area unit within five weeks. However, the experimental group has opportunities to take the e-learning material to practice while the control group only can take traditional classroom instruction with the same learning conceptions.
Quantitative data were collected and analyzed. Quantitative data includes pre-test and post-test of achievement tests, survey on attitude toward mathematical learning among students and e-learning environment. We suggest that moodle e-learning environment should be widely propagated to enhance students’ construct knowledge with peers and active learning. Different learning strategy can be provided students with different learning background to have opportunities to take the successful learning experiences.
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Cardoso, Alexandra Maria Monteiro da Costa. "Plataforma Moodle em contexto educativo : porque (não) funciona?" Master's thesis, 2014. http://hdl.handle.net/10400.14/18159.
Full textAbstract:
O presente relatório, elaborado no âmbito do II Ciclo de Estudos em Ensino de
Informática, traduz-se num documento de reflexão crítica sobre as experiências vividas e
competências adquiridas durante a Prática de Ensino Supervisionada. Além de evidenciarmos
o que para nós é ser professor como intérprete/executante do currículo nacional, como
dinamizador da aprendizagem, como membro da comunidade educativa e como agente de
inovação, explanamos todas as atividades por nós elaboradas, sejam elas letivas e não letivas,
tendo como primazia um papel de mediador de informações para as transformar em
conhecimento através de um importante recurso no processo de ensino aprendizagem – as
Tecnologias de Informação e Comunicação.
Inserida nestas, encontram-se as plataformas de apoio à aprendizagem, onde damos
ênfase à plataforma Moodle. Esta ferramenta de gestão de aprendizagem, criada com o
objetivo de auxiliar os professores e alunos na realização de atividades síncronas e
assíncronas permite, aos mesmos, trabalharem em colaboração e o estabelecimento de uma
rede interativa para a transmissão de informação e atualização do conhecimento.
Encontrando-nos na Sociedade da Informação e Conhecimento, um mundo em
constante mutação, e onde a ênfase se centra no aprender a aprender (e a pensar), não nos
podemos alhear que, para além de termos de saber procurar, organizar e gerir informação,
temos também de saber desenvolver habilidades de investigação. Neste sentido,
contemplamos um estudo com o objetivo de investigar o porquê de a plataforma Moodle, em
regime de b-learning, ser mais utilizada como repositório de informação em detrimento de ser
utilizada como um espaço de colaboração e interação em contexto de ensino e aprendizagem.
Assim, atendendo à definição do problema que pretendemos estudar - “Plataforma Moodle
em contexto educativo – Porque (não) funciona?” - optamos por seguir uma metodologia de
investigação qualitativa, do tipo explanatória, dado que o pretendido é conhecer os motivos que levam os professores de um Agrupamento a não utilizar a plataforma Moodle. Baseada
num estudo de caso, definimos como amostra os professores de um Agrupamento de Escolas,
o qual, por questões éticas, denominamos de Agrupamento ABC e foram utilizados como
técnicas de recolha de dados a análise documental e o inquérito por entrevista. Os resultados
apontam para um insuficiente conhecimento na utilização da plataforma Moodle que, entre
outros fatores, justificam a falta da integração do Moodle em contexto educativo por parte dos
professores, continuando estes a utilizar estratégias e métodos de ensino tradicionais.<br>The present report, developed in the scope of the Second Cycle Basic Education in
Computer Science Teaching, results in a document of critical reflection about the experiences
and abilities acquired during the Supervised Teaching Practice. Besides evidencing what
means for us to be a teacher as an interpreter/performer of the national curriculum, as a
facilitator of learning, as a member of the educational community and as an agent of
innovation, we set out all the activities that have been drawn up by us, whether or not
teaching sessions activities, having as primacy a role of mediator of information to transform
them into knowledge through an important resource in the teaching learning process-
Information and Communication Technologies.
Inserted in these, are the platforms that support learning, where we give emphasis to
the Moodle platform. This learning management tool, created with the objective of assisting
the teachers and pupils in the accomplishment of synchronous and asynchronous activities,
allows them to work in collaboration and the establishment of an interactive network for the
transmission of information and updating knowledge.
We find ourselves in a Society of Information and Knowledge, a world in constant
mutation, and where the emphasis focuses on learning to learn (and think), we can´t ignore
that, apart from knowing how to search, organize and manage information, we must also learn
to develop research skills. In this sense, we contemplate a study with the objective to
investigate the reason why the Moodle platform, b-learning form, is used as a repository of
information rather than used as a space for collaboration and interaction in the teaching and
learning context. So, meeting the definition of the problem that we want to study "Moodle
platform in educational context- Why it does (not) work?"- we choose to follow a qualitative
research methodology, explanatory-type, since the goal is to know the reasons that lead the
teachers and a school grouping not to use the Moodle platform. Based on a case study, we define as a sample the teachers of a school grouping, which, for ethical questions, we call
ABC Grouping and we used as data collecting techniques, the documental analysis and the
survey interview. The results point to an insufficient knowledge in the use of the Moodle
platform that, among other factors, justifies the lack of integration of Moodle in educational
context by teachers, continuing them to use traditional teaching methods and strategies.
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Wang, Shing-Yau, and 王星軺. "A Study of the Online Evaluation System for Condensed Answer Questions using a Freeware Platform Moodle." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/03644349072171279676.
Full textAbstract:
碩士<br>華梵大學<br>資訊管理學系碩士班<br>96<br>Online test can reduce the burden of teacher to grade. Multichoice and true or false questions are most developmental, but students will guess if they can't answer. Although condensed answer questions have higher dependability, but it's more complicated in grading. Most researches in online test grading are build a system by their own, but this way costs too much and calls for technical skill. There are many freeware platforms have mature functions and easy to use. Users can alter the code to fit their need. It's a easier way to popularize the online evaluation system for condensed answer questions.
The online-testing platform of this study is based on the Moodle, a free LMS. Its testing module is modified to focus on grading condensed answer questions automatically following computerized adaptive methodology. Grading is based on the consistency between the standard answers and the student’s answers. The keywords segmentation and vector model in information retrieval techniques were used in grading of the test. This platform provides a grading model on condensed answer questions with higher accuracy. It helps to save teacher’s efforts in grading and to improve the efficiency of grading processes.
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Wang, Shu-Chen, and 汪樹真. "A Study of the English Grammar Learning in Moodle Platform–A Technology University as An Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/yn95z3.
Full textAbstract:
碩士<br>華梵大學<br>資訊管理學系碩士班<br>102<br>Web-based learning system is one of the e-learning approaches actively promoted by the colleges and universities in Taiwan. Its advantage lies in strengthening the learning after class and in tracing the student’s learning progress and result after class. Therefore, in this study the Moodle system commonly used in colleges will be served as the e-learning system for students to learn English grammar and the revised Technology Acceptance Model 2(TAM2) will be applied to analyze students’ perceived ease of use, perceived usefulness and learning intention of using the Moodle system.
The teaching mode of this research is the blended teaching combining both e-learning system and class teaching, which covers six-week teaching for 122 students. Two surveys will be conducted respectively during classes and the collected data will be processed in terms of the approaches of descriptive statistics, one-way ANOVA, and path analysis provided by the system SPSS Windows 18 in order to discuss the factors that affect students’ attitude of acceptance of the Moodle system. The result reveals that the design of the blended teaching applied in the Moodle system is beneficial to student’s learning English grammar, but the result is not obvious in the respect of Internet collaborative learning. In addition, the researcher also discovers that learners motivation and efficiency can actually enhance learners intention to utilize Moodle.
Keyword：blended learning，Technology Acceptance Model，Internet collaborative learning
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SHIH, CHIA-LING, and 施佳伶. "Investigation of Learning Effectiveness with Moodle Platform Designed for Chinese Literature Course in Junior High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/77713204693737878726.
Full textAbstract:
碩士<br>亞洲大學<br>光電與通訊學系碩士在職專班<br>102<br>The aim of this study is to investigate the impact of learning effectiveness on the seventh graders with the introduction of Moodle platform into the junior-high Chinese literature course. We conducted the research by taking a methodology of "quasi-experimental design" and divided randomly the participants, whom are from one of the first grade classes of the junior high school in Changhua County, into the experimental group and the control group, with each group having the same number n=30, respectively. The incorporation of the Moodle platform with the traditional lecture instruction to become the so-called "blended course delivery" is employed to the former, while the traditional lecture instruction is used for the latter. Both groups of students do take separately pre-test before the learning process and take post-test after that learning process was completed. The descriptive results were obtained with t-test via statistical analyses of SPSS in accordance with the research hypotheses of the objective of the study. As the results, with the proposed approach of the "blended course delivery" being applied to the experimental group, the learning effectiveness of all participants in the experimental group with respect to the control group is remarkably enhanced in terms of gaining over 10 grade points in the post-test, especially, it is obvious for girl pupils in the experimental group.
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LINHSIAOWEI and 林曉微. "The Effects of Moodle Learning Platform Integrate into Teaching on Chinese Course in the Resource Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/17393461164047896927.
Full textAbstract:
碩士<br>中國科技大學<br>資訊工程系資訊科技應用碩士在職專班<br>103<br>The purpose of this study was to investigate the effect of blended teaching, combining Moodle online instruction with traditional lecture-based teaching, integrated into Chinese course in the resource class on learning performance and learning attitudes of students with special educational needs. The methodology of this study was pre - experimental research with the priori - posteriori - measurement control group design, to discuss the learning performance, before and after implementing blended Moodle online instruction and traditional lecture-based teaching integraded into Chinese course in the resource class, with two tests; meanwhile, adopting questionaire, and from learning motivation, learning help and learning satisfaction three aspects, to discuss the learning attitude of students with special educational needs before and after implementing blended Moodle online instruction and traditional lecture-based teaching integraded into Chinese course in the resource class. Participants were 20 students with special educational needs in the junior high school resource class. The main results were as follows:
1. The students with special educational needs using blended teaching have better learning performance than traditional teaching on chinese course in the resource class.
2. The students with special educational needs have positive attitudes toward using blended teaching on chinese course in the resource class.
Based on the results of this study, recommendations for the teaching and further studies were offered.
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林育竹. "An Action Research On Using Moodle Learning Platform For Remedial Teaching Of Mathematics In Junior High Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/14660960437311399390.
Full textAbstract:
碩士<br>國立彰化師範大學<br>資訊工程學系<br>100<br>The purpose of this study was to explore how to use the Moodle learning platform for remedial teaching of mathematics and to assess its effectiveness upon the mathematics learning of the junior high school students. The study adopted an action research approach. Ninety-four 8th grade students taught by the researcher were invited to participate in this study. The study proceeded three different stages of remedial teaching for five months. The researcher used the Moodle platform to integrate e-Learning resources. The first stage was to use the test system of the Moodle platform with the online video resources. The second stage was to use the learning sheets with the online video resources. The third stage was to combine the functions of the former two stages. If learners didn’t pass the standard of formative test, they had to use the Moodle learning platform for remedial teaching by themselves. The quantitative data consisted of six mid-term exams in 8th grade to analyze the effectiveness of mathematics learning. The qualitative data included the teaching journal and questionnaire to explore students’ attitudes and acceptance toward using Moodle platform.
The results show that the students’ learning achievement has been significantly increased with using the Moodle platform for remedial teaching. In particular, the students whose performances were lower than the average were more significantly progressive. Although the different modes of remedial teaching were not significantly different for mathematics achievement, through the observation in the classroom, students of middle ability preferred using the test system, and students of poor ability preferred using the learning sheets. Most students held positive attitudes and higher acceptance toward using the Moodle learning platform for remedial teaching. According to the results and process above, some suggestions related to the study are provided for the teachers who have interests in using the Moodle learning platform.
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WU, HUI CHUN, and 吳慧君. "A Study of Learning Effectiveness on Moodle Platform Incorporated into Junior-High Nature and Life Technology Course." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/45745142500898048046.
Full textAbstract:
碩士<br>亞洲大學<br>光電與通訊學系碩士在職專班<br>102<br>The purpose of this study is to design an “Animalia” textbook of the nature and life technology course by employing a Moodle E-Learning platform based on the principle of the ADDIE instructional system design in order to investigate the impact of learning effectiveness on the seventh graders. Participants, who are from one class of the seventh grades at junior high school in Changhua County, were randomly divided into the experimental group (EG) and the control group (CG), respectively, with the number of participant n=30 on each group. The integration of Moodle platform with the blended course delivery to be called the Moodle blended course delivery (MBCD) is applied to the former, while the traditional lecture instruction, a method of using multimedia power-point instruction, is used for the latter. The results, the descriptive analyses of t-test carried using statistic software, SPSS, were reached according to the hypotheses of the objective of the research. The findings of this study demonstrate that the learning effectiveness in the EG is remarkably enhanced as the proposed MBCD is employed. Next, the learning effectiveness by application of the MBCD to gender is also obvious, especially for boy pupils in the EG. Additionally, the learning attitude of participants is capricious with the instructional styles of teachers and it is helpful to provide as a reference for instructional improvement.
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CHEN, Yih-Shoung, and 陳義雄. "The Study of the E-learning Platform by Applying Moodle Digital Learning Effects-an Example of YMVS." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/73576514890383204947.
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碩士<br>玄奘大學<br>資訊傳播研究所<br>96<br>In the past educational, teaching is more important than learning, and instructors play an important role in teaching activities. In mordent education, the learning effects can be promoted by combining all the applications of information technology and Internet. Actually, E-learning possess the characters including easily obtaining in anytime and anyplace. So E-learning can create a free personal learning space in the E-learning tendency of future network era.
The theme of the study is E-learning platform. And it mainly introduces the application of education by applying Moodle digital e-learning platform. According to the questionnaires and focus Interview, the result of the study points out that fory-six students have high will and satisfactory to learn on E-learning teaching platform.
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Esteves, Maria João do Rosário Gomes. "A utilização da Plataforma Moodle no curso tecnológico de administração : estudo de caso no CNED." Master's thesis, 2010. http://hdl.handle.net/10400.2/1983.
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Dissertação de Mestrado em Pedagogia do E-Learning apresentada à Universidade Aberta<br>Este é um estudo de caso do Curso Tecnológico de Administração a funcionar desde 2009, no Centro Naval de Ensino a Distância (CNED), com 13 alunos adultos dos diversos ramos das Forças Armadas - e a implementação das disciplinas técnicas:
Organização e Gestão Empresarial; Técnicas Administrativas; Contabilidade e Práticas
de Secretariado, utilizando-se a plataforma Moodle. Pretende também verificar a adesão dos alunos às novas tecnologias.
Numa primeira parte, mostra-se a evolução do Ensino a Distância e do CNED e, ainda,
o impacto destes factores na educação dos militares dos três ramos das Forças Armadas.
De seguida, recorrendo a uma metodologia qualitativa e quantitativa, com base nos
questionários dos alunos da amostra seleccionada, nos depoimentos de professores, do actual director do CNED e com a observação da dinâmica criada no próprio CNED e, ainda, de documentação existente, para demonstrar a importância da plataforma Moodle, no apoio ao Curso.
Como considerações finais, constatamos que o CNED desempenha um papel importante na inclusão escolar dos militares e tem a preocupação constante da subida na carreira dos mesmos, por via da formação escolar. Confirmamos também a
existência de algum fosso na literacia digital entre os alunos, que gera discrepância entre as possibilidades de evolução, razão porque na conclusão se sugere que os menos habilitados frequentem antecipadamente formação em TIC.<br>This is a case study of the administration technology Course in operation since 2009 at
the Navy Center for Distance Learning (CNED), with 13 adult students of various branches of the Armed Forces - and the implementation of technical disciplines:
Organization and Business Management, Technical Administrative, Accounting and Secretarial Practice, using the Moodle platform. It is also intended with this study to check students' adherence to new technologies.
The first part of this study shows the evolution of the Distance Education and of CNED
itself and also the impact of these factors in the education of the members of the three
military branches of the Armed Forces.
Then, using a qualitative and quantitative methodology, based on questionnaires of the
students selected and in the testimonies of teachers and of the current Director of
CNED, and also the observation of the momentum created at the very CNED and also of existing documentation, we will demonstrate the importance of the Moodle platform, supporting the course.
Lastly, we found that the CNED plays an important role in the educational inclusion of the military and has the constant worry of rising career of them, through education.
We also confirm the existence of a gap in digital literacy among students, which creates a discrepancy between the possibilities of evolution, which is why we suggest in the conclusion that the less able students must attend ICT training in advance.
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Chang, Wei-Chuan, and 張維娟. "The Use of Moodle Platform in Fifth Grade’s Arts and Humanities Teaching：Take the “Puppet World” As a Theme." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/09709417080009164802.
Full textAbstract:
碩士<br>國立彰化師範大學<br>美術學系<br>102<br>The theme of the study is to explore the effects of the Moodle platform applied to the teaching of Arts and Humanities in fifth grade lessons. In this study, the researcher constructed a learner-oriented Moodle platform and guided students to acquire knowledge through the interactive learning process and experience of this platform. The researcher compared the differences between the learning process through Moodle platform and regular teaching process. The objectives of this study included (1) Understand the influences and changes of students’ learning attitude while Moodle platform is applied to the teaching of Arts and Humanities classes to fifth graders; (2) Understand students’ acceptance level of the Moodle platform; (3) Understand the learning effectiveness after using Moodle platform in Arts and Humanities classes. The current study adopted “nonequivalent control-group design” experiment method. The research participants are 5th graders in one elementary school in Dadu district, Taichung County. Two classes were randomly selected and assigned to the experimental group and control group. The research tools include the “Moodle Platform”, “Students’ Learning Attitude Questionnaire”, “Students’ Acceptance of Moodle Platform Questionnaire”, and a researcher designed “Puppet World test”. The data are analyzed statistically by “t-test”, and qualitative supported by semi-structured interviews.
Research findings are as followings: (1) Students who make use of Moodle Platform in learning had better learning attitude than the students who accepted didactic teaching; (2) Students who took Moodle Plaeform as learning media accept positively toward Moodle Platform (3) Students learned with Moodle Platform had better performace in learning process and cognitive learning than students with didactic teaching.
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Huang, Kuan-Heng, and 黃冠恆. "Using MOODLE to Build an Online Test Platform－- A Case Study with 8051 Assembly in Vocational High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73076421730410108720.
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Kuo, Li-Kang, and 郭立綱. "An Online Learning Performance Evaluating System Using Moodle as The Platform : A Case Study with Fourth Grade Mathematics." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/27264401986030750418.
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碩士<br>逢甲大學<br>資訊工程所<br>97<br>The purpose of this study is to develop a on-line test modular in order to fulfill the positive function of educational measurement. This modular is bulid in th rapidly popular MOODLE system (Mudular Object Oriented Dynamic Learning Environment), hence, it will be more useful.
Functions of this test system include two respects. For teachers, the prerequisite knowledge test allow the teacher to understand the readiness of student;
this system allow teachers easily give student test with varied difficulties according to students’ readiness; and check any time individual student’s record and the results of statistic analysis of the whole class. For students, test with adaptive diffculties help them avoid repeat failure; immidiat feedback improve their learning motivation; and check any time their own record and the results of statistic analysis of the whole class.
Teachers’ and students’ experience and opinion are investegated to understand their acceptance.
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Hsu, Weni, and 許文義. "The Study of Effects Using Moodle as a Teaching-platform to Incorporate Percentage-learning in the Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/87887292623137900585.
Full textAbstract:
碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>98<br>The objectives of this research are three-fold. The first is, to apply Moodle as a teaching and learning platform where we can design the teaching and learning media for the percentage learning. The second is, to explore how the platform affects the students when we integrate it with teaching and learning. The third is, to compare the maintaining effects between “The integrated technology with teaching and learning” and “Traditional lecturing approach (the oral teaching method)”.
The research employs “The quasi-experimental design”. In the beginning, we shall randomly select participants from four classes in the sixth grade of an elementary school in Taichung County. Then, the four classes are randomly divided into the experimental group and the control group. “The integrated technology with teaching and learning” is applied to the former while “Traditional lecturing approach” is applied to the latter. Both groups would take “The percentage achievement test” when the teaching process is completed. Two months later, two groups of students will take the same test questions, namely “The percentage delay test”. As per their scores, teaching methods, and gender, students in the two groups are further divided into certain groups. After that, the result data would be set via a statistical analysis based on the research hypotheses through the use of SPSS 12.0 and Microsoft Excel. As the results, the research shows：
(1) Students in the two groups make the statistical significant difference in maintaining effects rather than learning effects.
(2) Students in the higher learning level make the statistical significant difference in learning effects rather than maintaining effects.
(3) Students in the middle learning level make the statistical significant difference in maintaining effects rather than learning effects.
(4) Students in the lower learning level make the statistical significant difference in both effects.
(5) Neither gender of the experimental group makes a statistical significant difference in both effects.
(6) Neither gender of the two groups makes a statistical significant difference in both effects.
In conclusion, the research would suggest the Educational Institutes, the school teachers, and the research followers who would make use of and get benefit from the integrated technology with teaching and learning.
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Wu, Pei-chiang, and 吳佩嬙. "The Effect of information security education under SECI model with digital learning Environment –By Moodle digital learning platform." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/46302614283748600234.
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碩士<br>正修科技大學<br>資訊管理研究所<br>99<br>Information security concept is indispensable part of applied information systems, it will seriously affect the benefits of the organization when the system crashes or there is internal confidential information have been disclosed in the organization, to avoid the above things happen that will caused the organization can not properly keep the business normally running, to strengthen knowledge of information security, so system information security will be verified is a necessary action for organization.
In this study, the Creation Theory has been used to explore the affect between knowledge creation and learning effects, under the Moodle digital learning platform, we divided the platform into four kinds of Knowledge Creation Learning Area, as Socialization、Externalization、Internalization、Combination，and try to examine the support functions by each area can validly achieve the situation of「Interaction」, to stimulate and produce the knowledge by implicit, explicit, individual and community, furthermore to create and share the new knowledge.
In this study, scholars, Nonaka (1968) proposed the SECI knowledge creation theory in the Moodle e-learning platform we builded to validate the relevant between the learners' learning effects and the knowledge creation. The results are as following:
1. Learners by the functions moodle digital platform created ti make different learning environment, learning environment is suitable for learners more to engage in learning activities of knowledge creation, it is able to promote learners conducted in the behavior of knowledge creation better.
2. If the learner to do the behavior of knowledge creation more frequently, it is able to promote learning effects occurred more. The students in moodle learning platforme got best learning effects in the behavior of combination and got less in the internalized behavior.
3. After using Moodle learning platform, the SECI behavior of knowledge creation impact for all of the learning satisfaction and learning outcomes. In other words, the learners' learning satisfaction high also means the good learning outcomes.
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Lu, Chia-Hsun, and 呂佳勳. "A Digital Reading Setting through the Moodle Platform in School Library at Gi-Fon Elementary School, Taichung County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/23330339459429313667.
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碩士<br>國立中興大學<br>圖書資訊學研究所<br>96<br>The responsibilities of school library were promoting reading, collecting resources and equipment for teaching resource . The goal of this research was using Moodle to promote the students’ reading ability and learning interest, and furthermore to examine the application of a digital reading setting at the elementary school library.
The method of this study adopted mainly the quasi experimental, supplemented by a questionnaire survey and interview. The sixth grade students of an elementary school in Taichung County were experimental objects, including 31 students of an experiment group and 29 students of a control group. The research data were computed with number of times, percentage, average, and t-test, also assisted by interview. The major findings of this study were listed as follows:
（1）ASOIM reading model on Moodle platform contributed to promoting the reading comprehension of the sixth grade student. Inferential comprehension and summary comprehension were more significantly improved.
（2）Students approved the useful of Moodle, which contributed to attaining a well-trained degree on Moodle, then influenced the use of the student’s feeling. All students present a positive attitude toward reading learning through Moodle.
（3）Students viewed reading as homework, therefore difficult to promote students’ willing of reading. Teachers’ reading guidance could raise students’ interest of extending reading.
（4）Overall, the student expected that the library would promote the subject-based digital reading, and the library executive considered it to be a good match with personnel, technique, curriculum and budget condition.
Finally, three suggestions were offered to elementary school library executives, schools and supervisors.
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Chen, Jui-Yi, and 陳瑞億. "The development and evaluation of the e-Learning platform within game elements-The comparison between positive and non-positive emotion from learner and comparing with moodle platform-." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/78672253892644756062.
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碩士<br>淡江大學<br>日本語文學系碩士班<br>103<br>In 1990, Along with the flourishing of game industry, some specialists have started focusing on the colorful expression and attractive elements in the game, then putting those elements into educational methods to make courses funny and understand it''s effect. Through a lot of attempts and achieved results, it created a new field of research called "gamebase learning".
Till 2014,Researchers has established gamebase learning methods and it''s effect. But in most cases of gamebase learning,researchers put game elements into group or class and analyze it''s effect and how they have enhanced the students'' learning motivation. Currently, the gamebase learning research on individual difference is not common. Based on the above conclusions. In this study, we will determine how the game will affect users'' appraisal by putting game elements into teaching platform, and using it for japanese language teaching, and via PAC analysis to compare the difference between positive and non-positive emotion from learner and then compare with moodle platform, to clarify the motion difference.
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蔡明河. "An Action Research on Using Moodle Platform to develop e-Learning Curriculum of Mathematics Teaching in Junior High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/95951869764147002319.
Full textAbstract:
碩士<br>國立彰化師範大學<br>科學教育研究所<br>97<br>The purpose of this study was to explore how to use the Moodle platform to develop e-Learning Curriculum of mathematics teaching in junior high school and to assess its effectiveness upon the mathematics learning of the junior high school student. The study adopted an action research approach. Thirty-eight 7th grade students who are taught by the researcher were invited to participate in this study. The study proceeded three action cycles for eight months to improve my mathematics instruction by integrating e-Learning strategy with web-based instruction. The study was implemented in computer classroom and e-classroom. Both qualitative data and quantitative data were collected. The qualitative data include the observation in the classroom, teaching journal, video tapes of lecture, interview data and worksheets. The quantitative data consist of pre-test, post-test and delayed-test of achievement tests, survey of students’ motivation toward mathematics learning, surveys of students’ attitude toward mathematical learning environment and attitude toward computer-assisted learning & environment. The collected data were constantly compared and analyzed. Triangulation method was also applied to the data analysis procedure. The research also explored difficulties undergone as well as the solutions to them during the process of action research.
The results show that the students’ learning achievement has significantly increased with the application of the Moodle Platform. Similar results are also found in the students’ motivation toward mathematics learning , and attitude toward mathematical learning environment and attitude toward computer-assisted learning & environment. However, there were also some considerations should be noticed when conducting the teaching experiment, including the building ,function and operation of the Moodle Platform, the computer classroom management and time control. According to the above results, some suggestions related to the study are provided for the teachers who have interests in using the Moodle Platform in their instructions.
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Shiau, En-Fang, and 蕭恩芳. "An Action research of Using the Moodle E-Learning Platform to Promote Junior High School Students’Interests in Music Classes." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/88023686594117165182.
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碩士<br>國立臺灣師範大學<br>音樂學系在職進修碩士班<br>98<br>This research mainly focused on the using of Moodle E-learning platform to promote junior high school students’ interests in musical learning. The researcher set two teaching units which lasted nine months. Documents, including musical interest inventory and on-line satisfaction survey, and interviews were used to collect data along with video / audio recording and teaching logs. The findings were stated as follows:
First, Moodle could promote sufficiently students’ musical learning interest such as: 1) For the interest in music appreciation, it could deepen and widen the music repertoire through adding on-line music programs. 2) For the interest in music theory and knowledge, using computer-assisted software and multimedia on the platform raised students’ preference to music theory and knowledge. 3) For the singing, it could provide ways for students to review song at home by using the multimedia videos. 4) For the recorder playing, it could also provide a concrete direction for students by putting related assisted software and teacher-made instruction films on the platform. And 5) for the inspiration to attend the musical assessments, students would be greatly attracted by using on-line assessment modules and instant feedback from the platform.
Second, Moodle could promote sufficiently the music teacher’s professional development such as: 1) For reflections on music teaching, the Moodle had great effectiveness for the music integrative teaching, the advantage of information technology to inspire students, building channels for self-learning, and constructing the improved on-line music assessment. In addition the teacher’s belief was the key success to make progress. 2) For reflections on teaching readiness, using ADDIE learning design program on Moodle platform could help to create an effective curriculum which could raise students’ interests. 3) For reflections on teaching strategies, the teacher should encourage and be patient to students’ expressive learning results. In addition the teacher should build up respective teaching modules in the platform to fit the music teaching themes. And 4) For reflections on the action research, the researcher found that specific topic through action processes could promote the professional development, including the practicum of theories, the construction of self knowledge, the life-long learning.
According to the conclusions above, suggestions were proposed for music teachers, related educational bureaus, and future studies.
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Tsao, Ya-wen, and 曹雅雯. "The Effect of Pre-listening Activities via the Moodle Platform on EFL College Learners' Listening Performance and Listening Proficiency." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/57588639373232655069.
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碩士<br>國立嘉義大學<br>外國語言學系研究所<br>99<br>Over the last few decades, there has been growing importance on research in listening comprehension, which is significant to second language learning. The use of technology in language learning has increased so that the learning of listening becomes more accessible and flexible. The purpose of this study was to investigate whether pre-listening via the Moodle platform was facilitative to the development of listening performance and listening proficiency. A total of 124 EFL undergraduates of the intermediate level were invited to participate in this seven-week study. They were divided into two groups. One was the Control Group and the other was the Experimental Group. Prior to the seven-week pre-listening activities, the pretests of TOEIC and GEPT were delivered to the two groups. Then, the Experimental Group were notified the weekly listening-comprehension activity. A week prior to each weekly listening-comprehension activity, the associated audio file were uploaded onto the Moodle platform as pre-listening material for the Experimental Group to access. Upon the completion of the seven-week pre-listening activities, the posttests of TEOIC and GEPT were given to the Control Group and the Experimental Group.
Based on Moodle‟s record in the end of the study, the Experimental Group was classified into three subgroups: (1) the Comparison Group: Participants who never did pre-listening, (2) the Discontinuous Group: Participants who missed pre-listening for at least one week, and (3) the Continuous Group: Participants who never missed pre-listening. The Continuous Group was found to make significant progress over time while the other two subgroups did not. In addition, the Continuous Group significantly outperformed the other two subgroups in the average performance of the seven weekly listening-comprehension activities, but there was no significant difference between the Discontinuous Group and the Comparison Group. The findings seem to indicate that only when students are continuously
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engaged in pre-listening can they make substantial progress. Therefore, the learners should be encouraged to continue with pre-listening in order to improve their listening performance and listening proficiency.
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WANG, CHEN-YING, and 王禎瑩. "An Assessment of Teaching Functions on Moodle E-Learning Platform in Colleges from the Perspective of Service Experience Engineering." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/82169166861851623087.
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碩士<br>國立臺中教育大學<br>數位內容科技學系碩士班<br>98<br>The study aims to explore the theoretical structure of service experience engineering to evaluate the teaching functions of Moodle e-learning platform. Firstly, the e-learning platform and relevant literatures were evaluated. Secondly, the relevant literatures of service experience engineering were analyzed; and the literature structure evaluation indicators were collected and categorized to draw out the teaching functions’ service blueprint of Moodle e-learning platform. Finally, a questionnaire survey was conducted to learn about the satisfaction conditions of users. The research findings are shown as follows:
1. When the service experience engineering concept was used through the drawing of service blueprint, we were able to examine the services and functions that the platform would provide, whether or not they were able to cope with user demand, and we were also able to learn about the application results that the users would expect.
2. When the “system quality,” “system service process,” “interactive learning” and “overall satisfaction” were developed to serve as the evaluation indicators for the teaching functions of Moodle e-learning platform, we were able to achieve the following results through the questionnaire analysis:
(1) The “system quality” had a significant impact on user experience towards the service values.
(2) The “system service process” had a significant impact on user experience towards service satisfaction.
(3) The “interaction learning” had a significant impact on user experience towards service satisfaction.
3. The three external variables of “system quality,” “interactive learning” and “system service process” in the evaluation indicators were correlated to each other.
As there is a close relationship between service experience and evolution trend, we therefore need to explore the in-depth feeling nature of user experience. The using of service experience engineering concept would allow the service providers to examine the services they provided, ensuring whether or not they are up to user demand and allowing users to obtain the results they expected.
The establishment of service experience engineering is able to, in one way, to evaluate the teaching functions’ evaluation indicators of Moodle e-learning platform to serve as a reference for future study of information technology-related support teaching. On the other hand, it can also be used to serve as a reference basis for evaluating the scientific technology-related application based on service experience engineering.
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Lai, Ching-chieh, and 賴經傑. "An Action Research on Using MOODLE Platform to Develop an e-learning System of Chinese Language Coursein Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/00379772117615687443.
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碩士<br>南華大學<br>資訊管理學系<br>100<br>The purpose of this study is to create a new pattern of teaching and learning based on Moodle platform with information technology intergrated into teaching in junior high schools. The teacher-centered way of teaching is the most common one applied in junior high schools as junior high school students are expected to learn all kinds of fields of knowledge. Nevertheless, under the influence of multi-development and information tecnology, it is urgent that the teacher-centered way of teaching be transformed into the student-centered way of teaching via application of information technology to make students to learn without the constraints of time and space.
The study adopted an action research approach. It aims to assess the effectiveness upon the learning achievements and motivation of junior high students with the application of this pattern used in teaching in Chinese class and try to find the solution to teaching in Chinese class with assistance of MOODLE.
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Chen, Pai Lung, and 陳佰隆. "Effect Analysis of Applying ARCS to the Moodle Digital Learning Platform-An Example for Basic Electricity Course of Vocational School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/44347823221772093910.
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碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>101<br>The existing teaching of Internet is the ease of taking advantage of simpleness and convenience. Learners can conduct effective interactive with teachers who are separated from teachers and students at any time by media. The implementation is divided into real-time multicast and on-demand courses. The diversified teaching method makes education system more flexible, and accord with the needs of modern people. In the design of the learning environment of the Internet teaching, both of learning planning and learning strategies use the method of repetitive learning. Each learner should require the ability for dealing with the course design of teaching, in the model of cognitive-oriented learning, each learner are thought to possess a function of Internet learning in the process of learning.
This research will apply ARCS (Attention, Relevance, Confidence, Satisfaction in the analysis of the effectiveness of the Moodle digital learning platform. To explore the learning result for vocational school students to learn the unit of “loop current law” by the model of Moodle learning. The targets of this study are seventy second-grade students in the private vocational school in Taichung. The period of testing is totally six weeks. There are an experimental group and a control group, and each group has thirty-five people. The experimental group is produced the knowledge of Moodle digital learning platform at first. During the process of learning, if students think lack of the knowledge by their own, they can practice with the random reading of network platform to improve learning ability of digital learning. The control group is produced the traditional teaching method to learn. The result of the experiment is that the learning ability of digital learning is better than traditional teaching method. The vocational school students who learn via Moodle digital learning platform obtain the grade of almost satisfaction for the four elements in the measuring of ARCS positive effect. That shows that applying Moodle digital learning platform has the positive effect of learning motivation for learning of vocational school students.
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梁欣渠. "The Effectiveness of Teaching Cycling Safety by Moodle Learning Platform—Dong Yang Elementary School in Taichung City as an Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/a8vq8q.
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碩士<br>中華大學<br>運輸科技與物流管理學系<br>104<br>The purpose of this study is to design an online course of cycling safety for students in middle and higher grades of elementary school by the Course Management System (CMS) of Moodle. The conteat of “Cycling Safety”, includes “basic traffic safety concepts,” “cycling skills and reminders”, “traffic rules and cycling ethics,” and “bike maintenance and trouble-shooting.” Were designed to all topics are built in Moodle lesson module. The effectiveness of this online course is compared with that of traditional instructions. The control group is tought by the traffic safety promotional videos,which are available on the “168 Road Traffic Safety Portal Site”. The experimental group is tought by the Moodle module developed in this study. The cycling safety test is based on the Cycling Proficiency Question Bank designed by Wen Yu-han (2014). Eight classes of students in middle and higher grades of Dong Yang Elementary School in Taichung Dajia District are recruited to test the effectiveness of the courses. The students are divided into the control group and the experimental group. Through course design, online implementation and learning, and effectiveness analysis, this study obtained the following conclusions: (1) The traffic safety promotional videos are significantly effective but cannot improve the gap and the distribution of scores. (2) The Moodle lesson module can significantly improve the effectiveness of cycling safety education and concentrate the distribution of scores at higher areas with smaller gaps among students. (3) The course offered using the Moodle lesson module is more effective than the traffic safety promotional videos. (4) Using the Moodle lesson module as an instructional tool can significantly enhance the effectiveness of knowledge acquisition. (5) This online course can be more effective when on-road instruction and teacher’s demonstrations and explanations are also provided.
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CHANG, CHIH-HAO, and 張志豪. "Applying the Technology Acceptance Model to a Study on the Acceptance of Moodle Platform among Elementary School Teachers- a Case of Yunlin County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/pz3tn5.
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碩士<br>中華大學<br>科技管理學系碩士班<br>103<br>Using the Technology Acceptance Model (TAM), the study explored teachers’ acceptance for Moodle (Modular Object-Oriented Dynamic Learning Environment) platform in the elementary schools of Yunlin County after it has been implemented.
Based on the TAM, the study divided elementary school teachers’ use of Moodle into “perceived usefulness”, “perceived ease of use”, “usage intention” and “usage behavior”, and discussed their attitudes toward the use of Moodle. Moreover, this study also discussed the perception differences of teachers with different background variables on the use of Moodle, as well as the correlation and impact between external variables and TAM variables. In addition, this study verified the application of TAM in teachers’ use of Moodle. Based on the results, suggestions are proposed as reference to middle schools and elementary schools in introducing and promoting Moodle platform.
The research subjects in this study were elementary school teachers of Yulin County who have used Moodle. A questionnaire survey was conducted on 208 teachers. Based on the results, the following conclusions are reached:
1. Schools’ administrative and technical support receives the lowest degree of recognition; hence, schools need to improve the implementation of teaching research and training.
2. The features of Moodle platform have significantly positive influence on teachers’ perceived ease of use and perceived usefulness.
3. Schools’ administrative and technical support has significantly positive influence on teachers’ perceived ease of use and perceived usefulness.
4. The different variables of TAM have significantly positive influence on each other.
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Hsu, Chia-Wei, and 許家瑋. "Effects of the Application of Programmed Instruction on Moodle Platform — A Case Study on the Course of Rocks and Minerals in Elementary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/24280090940483880037.
Full textAbstract:
碩士<br>立德大學<br>資訊傳播研究所<br>96<br>With the fast development of information technology, many e-Learning platforms and tools, such as Ladder Digital Education, K12, National Digital Archive Programs, Moodle, and Maji Island, have been developed one after another.
These Learning platforms not only provide students with multiple learning options, other than the conventional classroom learning but also integrate the merits of information technology and the Internet to break time and geographic barriers.
These learning platforms have further changed students' learning habits and methods and allowed them to learn at any time and any place.
However, how to set up one appropriate learning platforms from a variety of teaching platforms and material editing tools has seemingly become a difficult task.
Especially for students of different age groups, presentation of learning platforms should be adequately changed. This study aimed to focus on the new e-Learning standard, SCORM 2004, which has been extensively discussed recently, and investigate how elementary school students' learning effectiveness is affected when this standard is applied to the programmed instruction on Moodle platform. The effects of three sets of materials, including SCORM materials (programmed), SCORM materials (semi-programmed), and webpage materials (non-programmed) were compared. The comparison results could be an important reference for future development of e-Learning materials.
In this study, webpage developing tools, including Dreamweaver MX 2004, Microsoft FrontPage 2003, and PhotoImpact, and Flash were used. It was expected that through the use of tools that teachers were more commonly familiar with, teachers could design the newest e-learning materials. In this study, the rocks and
minerals unit in the fifth-grade science study was selected as an example. Teaching materials were presented on the platform using three learning strategies, SCORM materials (programmed), SCORM materials (semi-programmed), and general webpage materials (non-programmed). Besides, students’ learning progress and
performance were also recorded to provide an important reference for future comparison.
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Zheng, WANG Yuan, and 王元政. "A Study of Influence on Learning Motivation and Effectiveness with the Moodle Learning Platform in Mathematics Area’s Remedial Instruction for Example of Grade 3." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/05712557524392288387.
Full textAbstract:
碩士<br>稻江科技暨管理學院<br>網路系統學系碩士班<br>100<br>The main purpose of this study was to investigate a study of influence on learning motivation and effectiveness with the Moodle learning platform in mathematics area’s remedial teaching. Researcher applied to the Moodle learning platform, design a set of system in mathematics area’s remedial instruction. The study applied a pretest posttest quasi-experimental design, An Example of Division and Fraction concept, For Pretest while each concept after proceeded to the Traditional Teaching.Students in the experimental or control groups, each respectively receives three-week remedial instruction.They were randomly assigned to the experimental group (12) and the control group (12). The experimental group received a remedial instruction which with the moodle learning platform an on-line remedial instruction. The control group received a traditional remedial instruction.Finally, through the posttest result judgment in learning effectiveness.Besides, using the Mathematics Learning Motivation Questionnaire for the pretest-posttest as an example in class, and to investigate the students’ learning motivation, and to investigate the change of conception after Remedial teaching. Finally, consolidate the result of individual deeply-interview to student, compile a list of use attitude questionnaire to proceed investigation and analysis, herewith the confer and research a study on opinions and attitude of student with Moodle learning platform？
The conclusions of this study are listed below：First, The Comparison of moodle learning platform and Traditional Instruction Programs on the learning Effects has statistically difference and promote significantly. Second, the students’ learning motivation has been significantly increased with using the Moodle learning platform for remedial teaching.Third, Students give the positive recognition for Moodle learning platform and remedial instruction system.Finally, based on the conclusions, this study provides recommendations for the teacher’s remedial instruction and future study discussed as reference.