Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University

Papadakis, Stamatios; Kalogiannakis, Michail; Sifaki, Eirini; Vidakis, Nikolas

doi:10.4108/eai.10-4-2018.156382

Cited by 79 publications

(97 citation statements)

References 27 publications

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“…Many authors [19,20,22] note that the motivation for successful completion of the course increases if the operational feedback exists. In our case, the tutor support of the course needs careful study.…”

Section: Discussionmentioning

confidence: 99%

“…The creators of online courses always solve the problem of increasing students' interest in the course. The researchers [21,22] note that the use of quizzes and other games significantly increases students' interest in the course.…”

Section: Online Education Experience In Other Countriesmentioning

confidence: 99%

“…Research experience [22] shows the importance of studying students' opinions about the online course after its completion. To take into account the wishes of students, we decided to conduct a survey before the course, which does not exclude the final survey in order to find out problems and comments.…”

Section: Sociological Survey Of Studentsmentioning

confidence: 99%

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Designing Adaptive Online Mathematics Course Based on Individualization Learning

et al. 2019

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The article provides a possible option of how first-year students of Russian universities adapt to mastering higher mathematics. The purpose of the research is the development of methodological approaches to designing an online course that recaps school math material in a short period. The concept of individualization of educational activities is used as the main design method. Online training is used as the implementation technology. The article provides an overview of scientific papers on the use of an individual approach to learning and online resources in teaching mathematics. The social survey of first-year students confirmed the relevance of the stated purpose. The authors describe the design methodologies of the online training by taking into account age, social and psychological characteristics of students, and the opportunity for developing individual educational trajectories. The authors set the objectives of the course and structuralize each topic. Instructional content is developed in accordance with step-by-step leveling on mastering educational material. Extra attention is given toward presenting educational information in ways that take into account different types of cognitive processes. Foreign students who receive education in Russian universities are also welcomed to the online course to get familiar with the mathematical terminology in the Russian language.Acknowledgments: The authors sincerely thank the editors, the staff of the journal, and the three anonymous reviewers for helping improve the manuscript. We are grateful to all the authors whose research has been used, and hope that we managed to develop some of their ideas. In particular, the ideas concern aspects of individualization of the learning process. Conflicts of Interest:The authors declare no conflict of interest.

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Section: Discussionmentioning

confidence: 99%

Section: Online Education Experience In Other Countriesmentioning

confidence: 99%

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Designing Adaptive Online Mathematics Course Based on Individualization Learning

et al. 2019

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“…With the advancement of educational technology in teaching and learning, the integration of mobile learning with heutagogical practices has been proven its effectiveness [4,15,[24][25][26]. M-Heutagogy is an extension of heutagogy approach which suitable for the 21st century and in line with the Education 4.0 concept.…”

Section: Introductionmentioning

confidence: 99%

Mobile-Heutagogical Practices among Student Teachers: Its Pedagogical Affordances and Challenges

Wong

Abdullah

Hamdan

2020

Int. J. Interact. Mob. Technol.

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The integration of Information and Communication Technology (ICT) in the classroom for learning is becoming important to improve student engagement and interaction. This is in line with the educational transformation towards achieving Higher Education 4.0 in Malaysia. Education 4.0 (Edu 4.0) is in line with the Industrial Revolution 4.0 (4IR) and underpin the Malaysia Education Blueprint 2015-2025. There has been a recent surge in published studies on Mobile-Heutagogy (M-Heutagogy), with most studies has been conducted in developed countries, where the outcomes of the studies have revealed that M-Heutagogy has significant impacts on Edu. 4.0. Against this backdrop, this paper aims to discuss the M-Heutagogy pedagogical affordances of such a tool, the challenges that it poses, and the pedagogical change that is entailed for the adoption of the M-Heutagogy in the classroom. As a preliminary investigation in Malaysia, this study was carried out based on the phenomenological perspective of selected student teachers concerning the above affordances and challenges of M-Heutagogy through interviews. It was revealed that the use of such a novel learning tool helped spur their students’ interest, stimulate their curiosity, and improve their confidence in learning scientific concepts. In particular, the use of M-Huetagogy has proven can help to improve student participation in the learning process through more intense discussions among student teachers, which led to an improved understanding of learning concepts. However, the main barriers to full integration of such a tool in teaching and learning were attributed to the lack of technical support, teaching skills and confidence, and suitable facilities.

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“…Therefore, use-based Guidebook online through the website. The use of web-based learning media shows the advantages of getting online information without having to download applications so that it makes it easy for students to use practicum guidebooks anytime and anywhere [18].…”

Section: Introductionmentioning

confidence: 99%

Identification of students’ science process skills in Basic Physics Practicum II in using e-module

Lumbantoruan

Irawan

Siregar

et al. 2019

JRKPF

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Good science process skills demonstrated by the attitude of students in conducting experiments in the laboratory. This study aims to determine the mastery of science process skills of students of Physics Education in Universitas Jambi, both students who use the printed Guidebook and students who use the e-module as guide in practicum activities by reviewing eight aspects of integrated science process skills. This study uses a quantitative approach with experimental research methods, namely true experimental. In the study sample used was a student of Physics Education were divided into two groups, 35 students for experiment class and 30 students for control class. Assessment instruments used were observation sheet science process skills with a score of skills used in the form of Likert scale. Based on the analysis score mastery of integrated science process skills of students in the experimental class, operationally defining variables have the highest percentage of 51.4% to the category of very good, whereas in the control class, analyzing aspects of investigations has the highest percentage of 53.3% with a good category.

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Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University

Cited by 79 publications

References 27 publications

Designing Adaptive Online Mathematics Course Based on Individualization Learning

Designing Adaptive Online Mathematics Course Based on Individualization Learning

Mobile-Heutagogical Practices among Student Teachers: Its Pedagogical Affordances and Challenges

Identification of students’ science process skills in Basic Physics Practicum II in using e-module

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