LMS Moodle: Distance international education in cooperation of higher education institutions of different countries

Abstract

The development of international cooperation requires cooperation in the sphere of education. An enhanced sharing of experience in the sphere of practical teaching activities implies the increase of the quality of teaching process and of scientific cooperation. Sharing of experience in educational activities implies understanding among representatives of different nations anywhere in the world. It means that through LSM teaching the principle of social constructivism is realized, when participants together create a narrow culture of common objects and senses.The article presents an example of practical application of electronic media to the process of a real lesson. The article describes the process of teaching students from different countries using the system of LMS MOODLE, beginning with preparing study materials, giving lectures by foreign lecturers, practical tasks and ending with passing an examination.Training has included some full-time students from the Slovak Republic, the Republic of Dagestan and the Republic of Kazakhstan, and has been realized by applying the method of distance learning (LMS).

Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use

“…However, it is increasingly reaching other education levels (Luo, Murray, & Crompton, 2017) because of its potential to accommodate flexible, interactive, multimedia and decentralised teaching. Its technological base is supported by learning managers or 'Learning Management Systems' (LMS) (Pérez, Herrera Maldonado, & Mendoza, 2008;Rienties, Giesbers, Lygo-Baker, Serena, & Rees, 2014), Moodle being one of the most used platforms internationally, and as noted by Kerimbayev, Kultan, Abdykarimova and Akramova (2017), it presents a number of advantages: it works without modifications in any operating system compatible with PHP. It works as a set of modules and allows you to add or remove elements flexibly at different stages.…”

“…On this platform, teachers and students show high levels of satisfaction and technological acceptance (Inzunza, Rocha, Márquez, & Duk, 2014;Horvat, Dobrota, Krsmanovic, & Cudanov, 2015;Schoonenboom, 2014), and teachers tend to perceive that its use improves educational practice and presents a wealth of advantages (Jenaro, Martín, Castaño, & Flores, 2018;Kerimbayev, Kultan, Abdykarimova, & Akramova, 2017;Ndlovu and Mostert, 2017). However, different research has been carried out that concludes that there is indeed greater use of LMS platforms but that there is no generalised evidence of a change in pedagogical practice (Brown, 2008;Browne, Jenkins, & Walker, 2006;Kinchin, 2012), where teachers tend to use it more to transmit knowledge than to develop, invent and create knowledge (Fariña, González, & Area, 2013).…”

Using Test Technologies In The Conditions Of Informatization Of Higher Education

“…Many teachers point out that currently didactic properties of electronic learning resources undergo significant changes (Abdurazakov et al, 2017;Belova, 2015;Kerimbayev et al, 2017;Leontyeva, 2017).…”

Aspects of distance learning to mathematical disciplines

“…The article [4] describes the remote teaching of students from different countries using the Learning Management Systems Moodle, beginning with preparing study materials, delivering lectures by foreign lecturers, practical tasks and ending with an examination. The work of Sosnovsky, Girenko & Galeev [5] is devoted to the description of the intellectual learning system Math-Bridge, used as an instrumental platform for informatization of mathematical courses, e-Learning platform for online courses in mathematics.…”