The use of learning management platforms in school context - a national study

This report results from a national study carried out under the Project “Educational application of learning management platforms”, supported and funded by the Computers, Networks, and Internet in Schools department of the Portuguese Ministry of Education- General Directorate for Innovation and Educational Development. This report has been developed by the ICT Competence Centre of the Faculty of Sciences- University of Lisbon, during the school year 2007/2008

Information and Communication Technologies as means for self-improvement at remote universities: the example of Urgench State University, Uzbekistan

This paper describes the research conducted at the Information Resource Center of Urgench State University, located in the Khorezm region of Uzbekistan, on the possibilities and challenges the students and lecturers face in their pursuit for self-improvement and self-education. The article discloses new qualitative approaches and IT methods in the teaching and educational processes in higher education of Central Asian countries in transition, the overall aim of which is to close the gap and shape the spiritual values of the young generation in the globalizing world. The framework conditions for this have been set by the Government of Uzbekistan through particular Decrees, aiming at the creation of e-education at universities and institutions throughout the country and specifically in the remote regions as to improve the access to regularly updated information, to motivate the use of IT in classes as well as to enhance the responsibility of the information services of universities for assuring the quality of research and teaching (pedagogical) activities of the lecturers. The research showed that the Internet can function inter alia as a controlling device when education is delivered through the web. Collection, analysis and preparation of educational-methodological materials on specific subjects and extracurricular activities require specific knowledge on IT and information literacy both in the teaching staff and the students

Technical and didactic knowledge of the moodle LMS in Higher Education: beyond functional use

Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroo

Innovative teaching strategies: enhancing the soft-skilloriented approach through integrated onsite-online learning environments

ABSTRACT The integration of ICT in Higher Education requires reflective design by teachers. In particular, from recent international research on the subject, it emerges that the perspective of the TPCK framework (Technological, Pedagogical, Content Knowledge) can favour an effective design reasoning of teachers. Teaching practice requires the implementation of innovative organizational models for the creation of learning environments that offer continuity between classroom and distance learning (Hybrid Instruction Solution). The empirical mix-method research involved a group of volunteer teachers of different teachings. The objective was to design and implement innovative teaching solutions using ICT in onsite/online environments to enhance specific soft skills in students. The results of a questionnaire (CAWI) given to incoming and outgoing teachers from the experience of designing and conducting the didactic action will be presented. the TPCK perspective design of integrated learning environments and the reasoned choice of coherent methodologies seem to make a soft-skilloriented didactics feasible

Using Moodle as a Digital Educational Tool to Improve Undergraduate students' English Language Cognitive Performance and Proficiency

The current global educational predicament is under challenging circumstances due to the impact of COVID-19 that drastically affected the academic performances of all those involved in handling and sharing knowledge. To mitigate the pandemic's negative impact, stakeholders at educational institutions are looking for ways to use digital tools to reduce learning loss. The researcher conducted a quasi-experimental study to investigate the impact of Moodle interactive language learning activities on learners' language skills and cognitive performance. The study included sixty-six undergraduate students. He used an independent t-test to determine whether there were statistically significant differences in undergraduate learners' language skill development and cognitive performances between the empirical class and control class in the pre and post-experiment. The analysis revealed considerable discrepancies in the empirical class's language skill development and cognitive performance. The results demonstrated statistically considerable differences in learners’ performances in post-test between the empirical and control class in favor of the empirical. Based on the findings of the study, the researchers recommends the employment of mixed approach of teaching. Instructors are required to use digital tools side by side with the conventional pedagogies of handling English language classes

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Towards mobile learning deployment in higher learning institutions : a report on the qualitative inquiries conducted in four universities in Tanzania

Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Spe- cifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of de- sign science research approach and qualitative methods including grounded theory, document re- views, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphone, tablets, laptops, feature-phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individuals – and policy – related challenges that hinder successful deployment of m-learning in HLIs in Tanzania, such as limited network coverage, some students ́ inability to afford mobiles, lack of qualified staff for preparation of mobile content and administration, gaps in the exist- ing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect that m-learning will im- prove access to learning resources, teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners as well as remote connectivity.
 We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort