基于Moodle学习管理系统的混合式学习教学实践

信息技术的快速发展使混合式教学模式越来越多地应用到教学实践中.结合实际教学应用,以Moodle学习管理系统为基础,介绍了开展以学生为中心的混合式学习,有效提升了教学的效率.     

基于Moodle的“计算机网络技术”教学改革探索

传统的"计算机网络技术"课程教学存在若干问题。针对这些问题,笔者提出了利用Moodle网络教学平台,创建混合式教学的网络学习环境进行教学的新型教学模式,对此模式进行深入探讨,并应用到教学实践中,取得了良好的效果。本文以混合式教学理论为基础,阐述了构建Moodle网络教学平台的相关技术及其在"计算机网络技术"教学中的应用。     

Blended Learning过程及模式案例研究

本文通过混合式学习课程“Moodle网络课程设计”的设计过程与实施过程的研究,总结了高校基于Moodie网络教学平台的混合式学习模式的设计及实施过程模式,此模式有利于边疆高校推进教学信息化,有利于提高学生的学习成效,可为同类高校实施信息化教学提供参考。     

Moodle在线学习平台中对高校通识课程教学模式进行的二次开发

在计算机技术不断发展的过程中,多媒体的媒介方式也得到了广泛的使用。在教学领域当中,在线学习的方式越来越多的被应用,同样也受到学生的欢迎。在线学习的方式是通过先进的科学方式来提高教学的质量,彻底改变了以往以老师作为教学中心的教学方式,突出了对于学生个性化培养的目的。Moodle作为一种新型的学习平台方式,在传统的教学当中引入了先进的教学理念,通过对高校通识课程教学模式的完善,更好的应用于教学当中。在本文中,介绍了关于Moodle在线系统的应用,并对Moodle系统的二次开发的意义进行详细的说明。从实际教学当中出发,利用Moodle对于通识课程的教学评价进行分析,不断的在软件的使用中开发出Moodle系统的使用价值。     

Moodle教学平台下混合式学习效果研究

Moodle近几年在我国得到广泛应用,其目的就是要建立一个建构主义的学习环境,在这个环境里不仅把学习看作一个社会活动,更关注在积极地为他人创造学习资源（如课本）的过程中所产生的学习效果。Moodle教学平台的出现,为混合式学习提供了现实的网络支持环境。     

基于Moodle系统的课程群建设与实践

教育技术的发展引起了教育模式的转变,教育信息化推动教育教学方法方式的革新。基于建构主义理论开发的Moodle网络教学平台可以实现课程群的建设,并根据学生的实际水平,创建更加符合学生要求的学习环境,实现分层次教学和移动教学,拓展学习的时间和空间,取得更好的效果。文章对在Moodle系统支持下课程群建设、应用、推广进行了论述。     

基于Moodle的大学计算机基础课程的混合式学习设计与实践研究

大学计算机基础教育如何与专业学习相融合是计算机基础课程教学改革过程中亟待解决的问题。本文以多媒体技术与应用课程为例,针对体育专业学生基础较差的特点,对如何利用首要教学原理(First Principle of Instruction)设计教学活动、设计评价活动、利用Moodle开展混合式学习等问题进行探讨与分析。     

《数据库原理及应用》精品课程混合式教学模式研究

以《数据库原理及应用》省级精品课程为例,通过对学习该课程的同学进行调查分析和总结,提出采用混合式学习模式学习这门精品课程,并进行该精品课程的学习研究,最后搭建了基于混合式学习的精品课程平台,将它在教学上进行了应用。结果表明,通过采用混合式学习模式学习《数据库原理及应用》精品课程,学生的学习能力,包括计算机能力、沟通能力和独立学习的能力得到了提高。     

基于Moodle的《大学计算机基础》混合式教学模式的探讨

该文介绍了混合式教学理念以及教学平台共享软件Moodle,探讨在大学计算机基础课程中运用混合式教学和基于Moodle平占的大学计算机基础课程的设计方案。     

Moodle在历史课程各阶段中的运用

Moodle平台的一个重要特色就是以社会建构教学法为其设计基础,可以帮助教师建立有效的在线学习社区。它的在线教学模块采用可自由组合的动态模块化设计,使教师组织在线教学就像搭积木一样简单。Moodle支持多种教学模式,可应用在不同的教学阶段。下面简述Moodle平台在历史教学中的运用以及在“基础教学质量提升”方面的作用。     

Exploring collaborative learning effect in blended learning environments

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object‐oriented dynamic learning environment (Moodle) were used as mobile and online collaborative learning settings. Seventy‐eight college students majoring in information engineering participated in the experiment. The following findings were revealed by combining methods of social network analysis, content analysis and questionnaire survey: (1) the collaborative social networks generated in this study showed that students had tighter interaction relationships in Moodle than in WeChat; (2) deeper level of knowledge building in collaboration and interaction through Moodle than WeChat was observed; and (3) Moodle got higher perception level than WeChat because of its usefulness for collaboration.     

基于Moodle 以学生为中心的大学英语写作课程教学实践

信息技术的快速发展使混合式教学模式越来越多地应用到教学实践中。本文通过对Moodle学习管理系统在学术英语写作课程教学中的应用实例研究,提出了适合于现阶段英语写作教学的新模式和方法,对教学的过程控制做了细致的介绍。     

基于Moodle网络教学中交互性学习活动的设计研究

随着Moodle网络教学平台在国内的推广和普及,Moodlep平台在教学中的作用日益凸显。针对目前Moodle网络课程重视教学内容的呈现与讲解,轻学习环境与学习活动的设计等普遍存在的问题。深入研究Moodle平台的各功能模块,在Moodle中设计有效的学习活动,交互性的学习活动组织,以期更好地使用Moodle平台。     

Motivation factors and barriers to the continuous use of blended learning approach using Moodle: students' perceptions and individual differences

ABSTRACT

Practitioners of blended learning encounter challenges on how to cater students individual needs and to increase their motivational involvement with the system. Therefore, this study aims to identify and evaluate the motivation factors and barriers that influence students' decisions to continue using blended learning based on Moodle platform. The study proposes a research model to gain a better understanding of students' behavioural attitudes, motivations, and barriers to the continuous use of blended learning. In addition, a multi-group analysis was conducted to examine individual differences between students from three different universities in Palestine. The findings provide a comprehensive understanding of students' behaviours and the investigated factors of the proposed model were truly significant in forming students' perceptions and reflecting their decisions to continue using such learning approach. Features of blended learning system were found to be the most significant motivational antecedents in relation to influencing students' perceptions and involvements in the learning environment, while perceived behavioural control and subjective norms were found to be the primary factors driving students' continuous use. Finally, the findings shed light on the impact of individual differences on students' perceptions and usage behaviours and suggest that these differences could be leveraged to provide adaptive usage decisions.     

Accessibility barriers for users of screen readers in the Moodle learning content management system

In recent decades, the use of the Internet has spread rapidly into diverse social spheres including that of education. Currently, most educational centers make use of e-learning environments created through authoring tool applications like learning content management systems (LCMSs). However, most of these applications currently present accessibility barriers that make the creation of accessible e-learning environments difficult for teachers and administrators. In this paper, the accessibility of the Moodle authoring tool, one of the most frequently used LCMSs worldwide, is evaluated. More specifically, the evaluation is carried out from the perspective of two visually impaired users accessing content through screen readers, as well as a heuristic evaluation considering the World Wide Web Consortium’s Authoring Tool Accessibility Guidelines. The evaluation results demonstrate that Moodle presents barriers for screen reader users, limiting their ability to access the tool. One example of accessibility problems for visually impaired users is the frequent inability to publish learning contents without assistance. In light of these results, the paper offers recommendations that can be followed to reduce or eliminate these accessibility barriers.     

Moodle平台支撑下的网络课程构建研究

在提倡信息化教学及泛在学习背景之下,该研究对Moodle平台、网络课程建设的“核心要素”进行了优势点剖析。在两者特征分析基础上,找到两者的耦合点,试图以Moodle为网络课程建设平台载体,以“学习活动为中心”为理念,兼顾学习的效果及交互性现实体验,从而提出基于Moodle平台网络课程建设的设计方案,优化远程教学效果。     

The acceptance of Moodle technology by business administration students

The advent of information technologies to Universities has improved the teaching-learning process. Students can increase their learning skills using information technology. Those using the Moodle platform regularly seem to get better grades than those who rarely or never use it.This paper analyzes students’ intention to use Moodle platforms to improve the teaching-learning process. Its main focus is to analyze the use of the Moodle platform by University students, identifying factors which might influence the intention to use it. Understanding the factors influencing the intention to use Moodle will allow us to determine which actions might be carried out to boost its use by University students, to therefore, improve both their skills and grades.The theoretical grounding for this research is the Technology Acceptance Model (TAM). TAM specifies the causal relationships between perceived usefulness, perceived ease of use and actual usage behavior. The proposed model has six constructs and nine hypotheses have been generated from the connections between these six constructs. These constructs include perceived compatibility with student tasks, perceived usefulness for professors, and training. Our results provide support for a number of relationships in the hypothesized model. In light of these findings, implications for theory and practice are discussed.     

基于Moodle的网络课程开发研究

Moodle以其开源免费、易学易用和模块化的设计特点,给我国构建信息化校园开辟了新的途径。文章主要介绍了一个基于建构主义学习理论的网络课程管理系统——Moodle的课程模块与功能,以计算机导论课程的开发为例介绍了基于Moodle的网络课程开发过程。