China
Africa
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Learning Systems for Adaptive Water Management:
Published in M.W. Blokland, G.J. Alaerts, J.M. Kaspersma, M. Hare, Capacity Development for Improved Water Management, 2019
Catharien Terwisscha van Scheltinga, Caroline van Bers, Matt Hare
A user-friendly open source e-learning platform, Moodle, has been used for this curriculum. Moodle is, in fact, designed for interactive use and, in principle, can be used by students directly for distance learning when administered by an educational institution. Users can interact with each other and the instructor(s) in discussion fora, and tests can be administered and grades posted. However, the AWM curriculum is not established as an interactive teaching course. It is, as stated earlier, a set of teaching materials for instructors to incorporate into their own courses or programmes. The curriculum may also be used directly by PhD and postgraduate researchers, as well as practitioners who may wish to supplement their knowledge and skills. The curriculum is available at http://www.newatereducation.nl (see Figure 3.2). For easy reference, a stand-alone version is available on CD-ROM for those who have limited or slower Internet access. A sample session slide (in this case “Participatory Management and Social Learning in Resource Management”) is provided in Figure 3.3.
Designing and evaluating an online course to support transition to university mathematics
Published in International Journal of Mathematical Education in Science and Technology, 2022
George Kinnear, Anna K. Wood, Richard Gratwick
All of these are implemented as quizzes in the Moodle virtual learning environment, making extensive use of the STACK question type (Sangwin, 2013). To harness the benefits of multiple testing, sections of content often include a final set of mixed practice questions on the entire section, in addition to the questions interspersed with the exposition. An example of this can be seen in the excerpt from the course shown in Figure 1, which also illustrates the other features of the course materials. A full weekly unit is available for demonstration purposes at https://stack-demo.maths.ed.ac.uk/demo (August 2021).
Students’ Web-Based Activities Moderate the Effect of Human-Computer-Interaction Factors on Their E-Learning Acceptance and Success During COVID-19 Pandemic
Published in International Journal of Human–Computer Interaction, 2023
Fareed AL-Sayid, Gokhan Kirkil
In Turkey, Kadir Has University hosted a Moodle infrastructure customized to serve in web-based teaching and used as an asynchronous application called “KHAS Learn system.” The Moodle application enables sharing course content; it is equipped with tools that support online self-assessments such as quizzes and assignments; it includes discussion boards and forums; it offers online training for faculty members; it provides informative and supportive activities addressing students; and it enables conducting 18 types of exam questions, which can be adapted in accordance with the courses.
Using Rhythm Network to Enhance Courses Engineering in E-Learning Environments
Published in Cybernetics and Systems, 2020
Guillaume Blot, Francis Rousseaux
In a general manner, our goal is to discover patterns between Items and Users using temporal metrics. Here, we present a new step of the overall experiment, focusing on E-learning context. In addition to E-learning and Agenda Scheduling, our method is also experimented in contexts of Traffic Flow Optimization (Guillaume, Hacène, et al. 2016) and Digital Collections (Guillaume, Francis, and Pierre 2017). Table 1 shows Entities of these various contexts. Dealing with E-learning, we focus on digital traces produced by Students/Learners, studying trajectories through E-learning resources. The context is a Moodle course.1 Moodle is an open-source LMS (Learning Management System) spread all over the world. To the date, more than 60.000 Moodle websites have been officially recorded. Currently, Moodle is used in 235 countries.2 A public educational organization called GIP is our partner in the experiment. The French organization regularly implements Moodle platforms and e-learning courses.3 Moodle integrates various course formats. In order to lead a clear experiment, we had to wisely choose specific courses from a collection of about 300 courses available on the platform. Our experiment deals with 3 topic-formats, organized into different units. Each unit has clear objectives and is always open for Learners in a sense that learners can access any of the given resource whenever they want. Resources openness was a major criterion, since our work focuses on connections between items. Consequently, users (learners) must be free to go from one item to one another, drawing their own trajectories. Another criterion was to have at least two categories of resources: Lessons and Exercises. In this article, we are using both terms Resources or Items, when we refer to E-learning resources.