Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

“…These two methods have been applied in the teaching-learning processes of the educational reality of the participants in the research, so we wanted to measure the influence of both separately, and how this affects the qualifications of the students. This research also tries to present more studies on the use of b-learning in mathematics related subjects [61][62][63], specifically for students who present adverse socio-educational characteristics, as in the case of students in Basic Vocational Training.…”

“…In the subject of mathematics, educational experiences based on the b-learning method have been developed [61]. Research shows how the pedagogical process allowed teachers to experience the social and cognitive development of students, through synchronous and asynchronous discussions with their peers and facilitators [62]. In addition, this method improves learning outcomes and attitudes towards learning mathematical content [63].…”

Utilization of Moodle in Teaching Undergraduate Students in West Africa

“…Modular object-oriented dynamic learning environment (Moodle) is a free and open-sourcing learning management system for sharing and imparting knowledge. Moodle is promoting cognitive existence for teachers to share ideas by initiating conversations, exploring solutions, and providing resolutions to problems through a platform [6]. Claar et al and Ellis et al strongly believe that a well-planned higher academic institution aspiring to adopt an LMS should judiciously select one that would be able to accomplish six central activities for the institution [7; 8].…”

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

“…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).…”

“…Also, through these collaborative learning environments, students develop competencies that encourage the formulation of questions, explaining and justifying opinions, articulating reasoning, developing and reflecting on knowledge gained (Hashim & Jones, 2017) on the basis of didactic activities available in questionnaires, surveys, fora and wikis (Silva et al, 2016), where the role of teachers is fundamental in designing didactic activities as well as in evaluating specific learning processes (Alias & Zainuddin, 2005). Now, a series of variables will determine the significance that this LMS tool can have, and in addition to the aforementioned teacher training, another advantage is that it can be a medium full of diverse tools and materials that can be used by the students (Ndlovu & Mostert, 2017;Sahasrabudhe & Kanungo, 2014), which, at the same time, possesses a structure that facilitates and promotes the quality of the interaction (Luo, Murray, & Crompton, 2017) among the participants of virtual training that will be determined by the activities and actions that teachers carry out. An aspect that will lead us to talk about third-generation e-learn-ing from our perspective is its reference to a practice of virtual training that is focused not so much on perceiving it as content storage but rather on its development from the perspective of collaboration and the joint construction of knowledge by students.…”