Adult Education Using the Moodle E-Learning Platform: The Role of the Trainer

Pavlakou, Evgenia; Kalachanis, Konstantinos

doi:10.30845/jesp.v5n3p13

Cited by 3 publications

(5 citation statements)

References 7 publications

(8 reference statements)

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“…Bremer & Bryant [4] stated that 80% of students preferred Moodle vs Blackboard, being easier to use and having more tools that facilitate communication and collaboration. Pavlakou & Kalachanis [17] presented the main Moodle strengths and its efficiency in adult learning (life-long learning).…”

Section: Related Workmentioning

confidence: 99%

Exploring the main factors driving a satisfactory use of the Moodle platform

Santi¹,

Gorghiu²,

Pribeanu

2020

RoCHI - International Conference on Human-Computer Interaction

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E-learning platforms are largely used in educational institutions around the world, in hybrid, mixed or blended learning formats. The power of those platforms has been proved extensively in the period of the global pandemic being used as main frameworks for offering and achieving educational services. This work is an exploratory study aiming to analyze the contribution of the perceived ease of use, usefulness, and enjoyment to the satisfaction of using a Moodle e-learning platform. To do this, a structural modeling approach has been taken. The model testing results show that perceived enjoyment was the most important factor which suggests that, apart from being usable and useful, a learning platform should be also attractive and interesting.

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Section: Related Workmentioning

confidence: 99%

Exploring the main factors driving a satisfactory use of the Moodle platform

Santi¹,

Gorghiu²,

Pribeanu

2020

RoCHI - International Conference on Human-Computer Interaction

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“…Distance learning has been proved to be a great success in adult education, as it provides sophisticated tools and supervisory training tools such as online learning platforms (Pavlakou & Kalachanis, 2018). Distance Learning takes place using asynchronous tele-learning systems, commonly known as "platforms", and includes a variety of course management tools, access tools to educational material resources, and synchronous and asynchronous communication tools.…”

Section: E Learning Transformative Learning and The Role Of The Trainermentioning

confidence: 99%

“…This means that the use of distance learning in adult education is fully in line with the principles of TL, as it includes the following parameters (Pavlakou & Kalachanis, 2018):…”

Section: E Learning Transformative Learning and The Role Of The Trainermentioning

confidence: 99%

E-Learning and Transformative Learning in Adult Training

Pavlakou

Kalachanis

Kefali

et al. 2019

JSE

Self Cite

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Transformative learning refers to the process of transforming frameworks through which adults interpret the experiences, values, feelings, and shape their actions and living conditions, combined with the cultural context in which they are socialized. In this process the adult re-evaluates the experiences he has gained since his childhood, resulting in a new knowledge through critical thinking. Transformative learning is applied to adult education where the aim is to acquire new professional skills based on the needs of learners. The ability to apply distance learning asynchronously releases it from spatial or temporal constraints, making it suitable for the implementation of transformative learning. The trainer can take advantage of the technological applications (video, presentations, etc. asynchronous communication, and e mail) and authoritative scientific sources of the internet. This activates the trainee in a heuristic course towards the knowledge that will move his interest and will change his / her perceptual systems by leading him / herself into self-realization. Therefore, the use of distance learning in adult education is fully in line with the principles of transforming learning.

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“…We know that countries have been trying to improve and expand their distance learning services since the start of COVID‐19. Lastly, Pavlakou and Kalachanis (2018) found that the utilization of an electronic platform encourages each learner's unique learning path as well as participants' interactivity and ideas that are consistent with the critical thinking that underpins adult education principles. Furthermore, there are other studies exploring the effectiveness of multilingual and multicultural electronic platforms.…”

Section: Introductionmentioning

confidence: 97%

“…Accordingly, the epistemological foundation and practices of adult education have been discussed and enriched by universities, ministries of education like the Turkish MoNE's General Directorate of Lifelong Learning, supranational organizations such as the European Union (EPALE, 2022), and international organizations such as UNESCO (2022). When delving deeper into the literature to cast light upon the practical initiatives focusing on contribution to adult education, what stands out is that there is a bulk of initiatives (i.e., Dokubo & Wami, 2020; Jameson et al, 2006; Pavlakou & Kalachanis, 2018) focusing on developing an interactive network with events, portals in which good experiences can be shared, and software applications for adult learning, to wit: EPALE (Electronic Platform for Adult Learning in Europe). In this respect, it seems that the EPALE can be the most comprehensive, multilingual, multinational, and effective one.…”

Section: Introductionmentioning

confidence: 99%

Examining values in community stories of the electronic platform for adult learning in Europe

Durnalı

Ocak

2023

Psychology in the Schools

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This research aimed to examine the community stories of the Electronic Platform for Adult Learning in Europe (EPALE) to understand and manage the de facto learning needs of adults in Europe and whether it has the functional capacity to be considered an innovative tool. The EPALE demands high‐quality publication and provides users with six key content types (news, blogs, resources, events, discussions, and community stories) to read, write, and comment on. Specifically, this research delved just into the community stories. We used a qualitative research approach while designing the research in phenomenology. The series of data included adult educators' and learners' stories in the 2020 and 2021 EPALE Community Story Books, and in the EPALE. We employed descriptive and content analysis approaches to find values in the content of the community stories, including the views of 214 users regarding their experiences with adult education. Accordingly, the participants' community tales for 2020 were categorized into four key themes: social inclusion, work skills, basic skills, and culture. The 2021 community stories were categorized into three key themes: inclusive social change, digital transition, and life and work skills. These findings showed the de facto learning themes of adults in Europe. As a result, we understood that community stories and the EPALE are effective adult education tools for gathering and disseminating users' views and experiences to understand diverse learning patterns, which has an influence on the success of adult education implementations.

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Adult Education Using the Moodle E-Learning Platform: The Role of the Trainer

Cited by 3 publications

References 7 publications

Exploring the main factors driving a satisfactory use of the Moodle platform

Exploring the main factors driving a satisfactory use of the Moodle platform

E-Learning and Transformative Learning in Adult Training

Examining values in community stories of the electronic platform for adult learning in Europe

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