Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID–19: The case of MA Language and Communication at Mostaganem University

Sarnou, Hanane; Sarnou, Dallel

doi:10.24093/awej/covid.26

Cited by 7 publications

(6 citation statements)

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“…Analysis of the development of physics teaching materials with the help of Moodle is more widely applied. Efforts to realize an effective, innovative, and fun learning process can activate students, so teachers can utilize all available resources at school (Sarnou & Sarnou, 2021). Moodle LMS has an open-source platform so that the software's source code or basic code can be used and developed by users according to their needs (Matere et al, 2021).…”

Section: Learning Moodle In Physicsmentioning

confidence: 99%

Implementation of Moodle in Physics Learning: Systematic Literature Review

Boma,

Kuswanto,

Mahmudah

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This systematic review study aims to determine Moodle e-learning in physics learning in terms of nationally published journals. This type of research is a systematic review study using the Prisma model. The dominant research methodology is quantitative research with descriptive statistical analysis. The findings in this study are that the author of many articles contains Research & Development (R&D) research on physics learning devices, the distribution of authors and institutions is uneven, and the data obtained is in the form of numbers. Data analysis was performed manually and using Vosviewer software. Data analysis that was done manually included: SINTA level, year, author, institution, use of Moodle, keywords, samples based on educational level, type of research, and data analysis in the research of each article. The results of the article review show that the use of Moodle e-learning is more widely used in the development of teaching materials than used in classroom learning experiments. So it can be concluded that the need for learning development by utilizing the Moodle platform so that learning is more meaningful and enjoyable is not only used only for physics learning training.

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Section: Learning Moodle In Physicsmentioning

confidence: 99%

Implementation of Moodle in Physics Learning: Systematic Literature Review

Boma,

Kuswanto,

Mahmudah

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…COVID-19 pandemic affected the closure of all educational institutions, including universities, along with the shift to complete online learning and affected a series of changes in learning and teaching process which required technology [57]. Implementing effective learning in a remote, electronic-based environment has become a key issue in education [58][59][60][61]. As a solution, e-learning platforms, LMS platforms, video conferencing systems, and online collaboration tools (for example, Microsoft Teams, Zoom, Google Meet, Webex, etc.)…”

Section: E-learning Collaboration Platformsmentioning

confidence: 99%

Attractiveness of Collaborative Platforms for Sustainable E-Learning in Business Studies

et al. 2022

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E-learning platforms have become more and more complex. Their functionality included in learning management systems is extended with collaborative platforms, which allow better communication, group collaboration, and face-to-face lectures. Universities are facing the challenge of advanced use of these platforms to fulfil sustainable learning goals. Better usability and attractiveness became essential in successful e-learning platforms, especially due to the more intensive interactivity expected from students. In the study, we researched the user experience of students who have used Moodle, Microsoft Teams, and Google Meet. User experience is, in most cases, connected with a person’s perception, person’s feelings, and satisfaction with the platform used. Data were collected using a standard UEQ questionnaire. With this research, we examined whether user experience factors: perceived efficiency, perceived perspicuity, perceived dependability, perceived stimulation, and perceived novelty affect perceived attractiveness, which is an important factor in the sustainability of e-learning tools. The collected data were processed using SmartPLS. The research study showed that all studied factors have a statistically significant impact on perceived attractiveness. Factor perceived stimulation has the strongest statistically significant impact on the perceived attractiveness of e-learning platforms, followed by perceived efficiency, perceived perspicuity, perceived novelty, and perceived dependability.

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“…Online learning not only requires specific tools but also requires learners' awareness of appropriate learning strategiesused.Indeed, if not well-trained on the online platforms, learning would not be effective. According to Sarnou and Sarnou (2021), Moodle platform also failed to offer the students an interactive platform that allows them to stay connected with their teachers during the quarantine.…”

Section: Literature Reviewmentioning

confidence: 99%

Raising Algerian Master’s Students’ Self-awareness towards Using Learning Strategies during Online Classes at Abdelhamid Ibn Badis University of Mostaganem

ZIANI¹

2022

AWEJ

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Since the Coronavirus outbreak in 2019, higher education has shifted from face-to-face learning to distance learning incorporating various platforms such as Moodle. The use of the latter has changed the Algerian university’s teaching and learning dynamics. In this case, and unlike in-traditional class learning, which is characterized by physical interaction, online learning requires self-awareness about personal strengths and weaknesses. Thus, the issue addressed in this paper was which strategy the students need to use online and whether the students use the same learning strategies in the two modes of learning; in-class and online. They are now a must to use new strategies to engage in Digital Learning (DL). In this view and based on Oxford 2003, Chamot 2004, Griffith 2013, and O’Malley 1995 references regarding learning strategies that have been pointed out as major determinants for successful learning, this study aims to raise the students’ self-awareness towards using different learning strategies in online learning compared to in-class learning.The main objective of the present investigation is to identify whether Master’s students in the department of English at the University of Mostaganem use different learning strategies for their online courses or not. Oxford’s Strategy Inventory of Language Learning (SILL), 1990, has been adapted and used with 80 Master’s students of English at Abdelhamid University of Mostaganem, Algeria, to gather relevant data. The findings revealed that most students use the same language learning strategies for both in-class and online learning. Hence, an adaptation and strategy instruction for online learning is recommended, i.e., students have to modify and adapt their own way of learning the target language since some learning strategies may not be effective for distance one.

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Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID–19: The case of MA Language and Communication at Mostaganem University

Cited by 7 publications

References 0 publications

Implementation of Moodle in Physics Learning: Systematic Literature Review

Implementation of Moodle in Physics Learning: Systematic Literature Review

Attractiveness of Collaborative Platforms for Sustainable E-Learning in Business Studies

Raising Algerian Master’s Students’ Self-awareness towards Using Learning Strategies during Online Classes at Abdelhamid Ibn Badis University of Mostaganem

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